A Design Based Study: Characteristics of Differentiated Tasks for Mathematically Gifted Students

Autor/inn/en	Ozdemir, Duygu; Isiksal Bostan, Mine
Titel	A Design Based Study: Characteristics of Differentiated Tasks for Mathematically Gifted Students
Quelle	In: European Journal of Science and Mathematics Education, 9 (2021) 3, S.125-144 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Academically Gifted; Gifted Education; Educational Principles; Mathematics Instruction; Individualized Instruction; Instructional Design; Instructional Effectiveness; Public Schools; Grade 5; Grade 6; Mathematics Activities; Thinking Skills; Difficulty Level; Novelty (Stimulus Dimension); Foreign Countries; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Bildungsprinzip; Mathematics lessons; Mathematikunterricht; Individualisierender Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Public school; Öffentliche Schule; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Denkfähigkeit; Schwierigkeitsgrad; Ausland
Abstract	Nowadays, the necessity of designing proper differentiated tasks for mathematically gifted students is a remarkable subject in international literature and practice. In this design-based study, it was aimed to analyze and construct characteristics for designing differentiated tasks of mathematically gifted students. Through this design process, preliminary and prototyping phases were used as a general framework to reveal these characteristics as design principles of the study. Literature reviews, experiences of practitioners and needs analysis studies about suggestions and key points reflecting the characteristics of differentiated tasks were conducted in preliminary research phase. After this phase, initial form of differentiated tasks with draft design principles were applied in classrooms in try-outs and field test with 12 mathematically gifted students and 4 mathematics teachers of these classrooms. The data obtained through qualitative methods lead to three categories; initial design principles as characteristics obtained through preliminary phase, modifications for tasks, and final design principles as characteristics obtained through prototyping phase. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01