Experiences of mathematics teachers in science and art centers regarding the mathematical development of gifted students

This research aimed to reveal the general picture of the extent to which the mathematical applications of mathematics teachers working in the Science and Art Centers (BILSEM) serve the reality of gifted students. The model of the research was carried out in the phenomenology pattern within the scope of the qualitative research method. The purpose of this design is to reach the essence of a phenomenon by trying to understand deeply the nature of our daily life experiences. To reach the experiences related to the phenomenon, the questions in the semi-structured interview form were asked to the volunteer participants in the online interview environment. In the research, the opinions of the participants about their experiences were examined with the phenomenology analysis method. The analysis started after the researcher, academician, and scientist who contributed to the data analysis, but the prejudices are in brackets. In the analysis, the participants' views on their experiences, reduction, meaning units, and themes were arranged in tables. The essence of the participant's experience of the phenomenon is presented to the reader with textural and structural descriptions. At the end of the research, it was determined that there is a lack of infrastructure in BILSEMs. It has been concluded that the standard-based structuring of the autonomous field presented to the teachers will improve the students' perspective on grounding their thinking system. BILSEM suggested that the qualities and characteristics that reveal the picture of giftedness should be determined with evidence-based principles.