Problem-solving strategies: A comparative study of mathematically gifted and non-identified students
Gifted and Talented International, cilt.40, sa.2, ss.119-139, 2025 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 40 Sayı: 2
- Basım Tarihi: 2025
- Doi Numarası: 10.1080/15332276.2025.2601660
- Dergi Adı: Gifted and Talented International
- Derginin Tarandığı İndeksler: Scopus
- Sayfa Sayıları: ss.119-139
- Anahtar Kelimeler: Fifth-grade students, mathematical giftedness, non-routine mathematical problems, problem-solving, problem-solving strategies
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
This study investigates the problem-solving strategies among mathematically gifted and non-identified primary school students when solving non-routine mathematical problems. Twenty fifth-grade students participated in clinical task-based interviews, during which they solved six non-routine mathematical problems. Interview data, observation forms, and students’ written work produced during the interviews served as data sources. The results revealed that mathematically gifted students employed a wider range of strategies, such as adopting different points of view and using acting out or simulation. They also demonstrated greater flexibility and originality and were more adept at adapting strategies to the problems. Non-identified but high-achieving students in mathematics achieved moderate success, relying predominantly on logical reasoning. In contrast, non-identified but average-achieving students in mathematics had the most difficulty finding alternative approaches, as they mostly favored direct strategies. These results highlight the importance of differentiated instruction that fosters creativity, particularly for mathematically gifted students. The implications for educational interventions and future research directions are discussed.