Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi

Yazarlar: Neşe Işık Tertemiz, Adem Doğan, Hamdi Karakaş

Konular:-

Anahtar Kelimeler: Gifted student,High-achieving student,Non-routine problems,Problem solving strategies,Mathematics

Özet: Abstract The aim of this study was to examine the non-routine problem solving strategies of gifted 4th graders and their non-gifted but high-achieving counterparts with regard to strategies, accuracy, and mistakes. The study was qualitative in nature and based on document analysis. Participants were selected with the purposive sampling method of criterion sampling. The participants were 12 gifted students who were attending fourth grade at BİLSEM in central Kahramanmaraş during the 2015-2016 school year and 12 non- gifted but high-achieving 4th graders. Data were collected by using the “Non-Routine Problem Solving Test” designed by the researchers. Responses to the instrument were evaluated with content analysis. The findings showed that gifted students made very few mistakes in non-routine problem solution and could use a minimum of two different problem solving strategies. Their peers, on the other hand, had difficulty in solving non-routine problems, had more incorrect solutions, and could not develop different problem solving strategies.

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