Elementary teachers' and elementary mathematics teachers' perceptions of mathematically gifted students

Tütüncü, Sumeyra
The purpose of this study was to examine elementary teachers’ and elementary mathematics teachers’ perceptions of mathematically gifted students in terms of teachers’ gender, year of experience and area of teaching. The data were collected from 176 elementary teachers and 90 elementary mathematics teachers from 60 state elementary schools in the center of Trabzon, in the fall semester of 2011-2012 academic year. In order to determine teachers’ perceptions of mathematical giftedness, the instrument called as Teachers’ Judgments of Gifted Mathematics Student Characteristic (TJGMSC) was used. The results were evaluated in terms of three dimensions of TJGMSC: school smart mathematics student, mathematics perspective for the real world and creative problem solver. Besides, in order to analyze the data, one-way MANOVA was conducted. The results of the study illustrated that there were no significant differences among teachers’ TJGMSC scores, in terms of their gender and year of experience. However, a significant difference was found between elementary teachers and elementary mathematics teachers in terms of their TJGMSC scores for only the dimension of school smart mathematics student. To illustrate, elementary teachers’ scores regarding this dimension were higher than those of elementary mathematics teachers.


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Citation Formats
S. Tütüncü, “Elementary teachers’ and elementary mathematics teachers’ perceptions of mathematically gifted students,” M.S. - Master of Science, Middle East Technical University, 2013.