From Which Aspects Do Differentiated Tasks Nurture Mathematically Gifted Students?
Year: 2025
Type: article
Abstract: Mathematically gifted students need differentiated tasks in mixed-ability classrooms, and studies evaluating the use of these tasks in classrooms are of crucial importance. Thus, the present study examines how the use of differentiated tasks nurtures mathematically gifted students from the perspectives of mathematics teachers and their gifted students. Nineteen mathematically gifted students and five mathematics teachers from public and private schools in Turkey constituted the study sample. The data obtained through qualitative methods point out three categories: contributions of differentiated tasks to mathematically gifted students' cognitive, emotional, and social needs. Study findings reflected the importance of differentiated tasks in classrooms from the perspective of the mathematically gifted students, and their teachers.
Source: Journal of Advanced Academics
Authors: Duygu Özdemir, Mine Işıksal Bostan
Institutions: Istanbul Aydın University, Middle East Technical University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W4408963225