Science and art center mathematics teachers’ perceptions of differentiated instruction

Date

2025-11

Author

Yıldırım, İrem

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Differentiated instruction (DI), which addresses students' diverse learning needs, is critical in the education of gifted individuals. In Türkiye, Science and Art Centers aim to fulfill these requirements and help students reveal their potential and become individuals who will contribute to the future. This study aims to examine the perceptions of mathematics teachers working in Science and Art Centers in Ankara regarding differentiated instruction and its applicability. A collective case study, a qualitative research design suitable for this purpose, was employed. Data were collected through semi-structured interviews with eight mathematics teachers at Science and Art Centers in Ankara, who were purposively sampled. The collected data were analyzed using thematic analysis. All participants acknowledged that their students do not all learn in the same way and that instruction should be differentiated. The findings revealed that teachers' use of DI varied by conceptual level and was primarily implemented through content and process differentiation. The study also showed that this process is executed with several difficulties, particularly those related to student differences, time and process management, family and socioeconomic factors, institutional and physical constraints, and material and resource management. These findings contribute to the understanding of the perceptions and practical experiences of mathematics teachers working at Science and Art Centers, a group critically involved in and expected to be knowledgeable about DI.

Subject Keywords

Gifted education, Differentiated instruction, Instructional practice, Science and Art Center, Mathematics teachers

URI

https://hdl.handle.net/11511/118252

Collections

Graduate School of Natural and Applied Sciences, Thesis