A design based study: Characteristics of differentiated tasks for mathematically gifted students

2021-07-01
Ozdemir, Duygu
Işıksal Bostan, Mine
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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.
Characteristics, Design, Differentiated, Gifted, Mathematically, Students
https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85109112142&origin=inward
https://hdl.handle.net/11511/91394
European Journal of Science and Mathematics Education
Department of Mathematics and Science Education, Article

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Citation Formats
D. Ozdemir and M. Işıksal Bostan, “A design based study: Characteristics of differentiated tasks for mathematically gifted students,” European Journal of Science and Mathematics Education, pp. 125–144, 2021, Accessed: 00, 2021. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85109112142&origin=inward.
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