An investigation of the reflection of peer feedback on the reasoning and proof schemes of seventh-grade gifted students in Türkiye

Date

2025-8-29

Author

İnci Şahin, Berna

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The aim of this study is to investigate the reasoning and proof schemes used by 7th grade gifted students in algebra and number, determine their feedback level during the peer feedback process, and examine how they build upon their proof work and utilize schemes in tasks in response to the peer feedback they received. Data were collected from nine 7th-grade gifted students enrolled in Science and Art Centres (BİLSEM). At the beginning of the study, students individually completed a proof test comprising four mathematical reasoning and proof tasks. They then provided peer feedback in groups and subsequently revised their proofs individually based on the feedback received. Data were collected through worksheets, audio recordings, and video recordings to examine students’ proofs and the peer feedback processes. The analysis of data revealed that 7th-grade gifted students mostly used demonstrations to prove the truth of a statement, although some of them had misconceptions about what proof means. It was observed that students frequently provided feedback at the task level, and some were reluctant to offer detailed feedback. Moreover, they generally did not complete their revisions in the feedback cycle. The analysis of data showed that students recognized their own misconceptions and comprehended the proof process in light of peer feedback. Following the feedback process, an increase in proof levels was observed. This suggests that peer feedback can serve as an effective learning strategy for mathematical reasoning and proof; however, students’ peer feedback skills require further development.

Subject Keywords

Reasoning and proof, Gifted students, Peer feedback, Mathematical proof

URI

https://hdl.handle.net/11511/116616

Collections

Graduate School of Natural and Applied Sciences, Thesis