Akademik Veri Yönetim Sistemi
23. Uluslararası Sınıf Öğretmenliği Eğitimi Sempozyumu, Ankara, Türkiye, 23 - 26 Ekim 2025, cilt.1, ss.275, (Özet Bildiri)
This study aims to reveal the mathematical modelling processes of gifted 3rd and 4th grade students. Mathematical modelling is a multi-step process that includes students’ understanding of real-life problems, simplifying these problems by making assumptions, developing a mathematical model, producing solutions, interpreting the results, and evaluating their models. The theoretical framework of the study is based on Borromeo Ferri’s modelling cycle. A qualitative research design was employed, and the study was conducted using a case study approach for data collection and analysis. The sample consists of 12 gifted 3rd and 4th grade students attending a Science and Art Center. During the data collection process, three real-life problem scenarios developed by the researcher (“fair pizza sharing,” “distribution of fruits in the garden,” and “amusement park tokens”) were used. Students’ solutions were collected in written form and examined through content analysis based on Borromeo Ferri’s six-stage modelling process. In addition, a rubric with a 0–2 point scale developed for each stage was used to conduct quantitative evaluations. The findings indicate that students performed strongly, particularly in the stages of understanding and interpreting the problem, and that they associated concepts such as fairness and equality with their social dimensions. However, they were found to be limited in the stages of constructing mathematical models and producing solutions, often relying on verbal explanations and using formal mathematical representations such as ratio-proportion, tables, or equations only at a limited level. In the assumption-building stage, some students provided creative and original explanations. In conclusion, gifted students demonstrate both strengths and areas for improvement in the modelling process. The findings reveal that mathematical modelling activities are a significant instructional tool, particularly for developing formal mathematical representations and solution strategies. This study provides both theoretical and practical contributions to future research with gifted students.