The investigation of mathematical abstraction processes of gifted students who have different motivational strategies for learning

The purpose of this study is to investigate the processes of constructing and consolidating mathematical knowledge of mathematically gifted students with different motivational strategies in learning. In the research, the abstraction processes of gifted students in mathematics, who are at high, medium and low levels in terms of motivational strategy self-notifications, are discussed by comparing them with each other. Based on these comparisons, it is aimed to determine what are the self-regulation strategies that affect the processes of constructing and consolidating mathematical knowledge of students. In the study, it was aimed to describe the strategic behaviour of gifted students in mathematics by studying the processes of constructing and using new mathematical knowledge and demonstrating their strategic behaviour in these processes. For this reason, case study, which is one of the qualitative research methods, has been determined as a research method. The case study was conducted with five gifted students with different levels of motivational strategies determined by applying "Motivated Strategies for Learning Questionnaire" and "Criteria Scale for Determining Potential Giftedness in Mathematics" from students continues to Science and Art Centres in Izmir province. In the case study the data were obtained from the students ' solutions to mathematical problems. The self-regulation strategies exhibited by the students in the problem-solving processes were coded with the help of a scheme. It has been determined that there are differences in the processes of constructing and consolidating knowledge of students with different motivational strategies. It has been observed that students with a high level of motivational strategy are successful in recognizing and using their previous knowledge, constructing new mathematical knowledge and consolidating the knowledge they have constructed. It has been found that students with middle and low level of motivational strategies have some difficulties in building-with, constructing and consolidating their knowledge, despite recognizing their previous knowledge. It has been seen that the cognitive and metacognitive strategies uses that students put forward during problem solving processes contribute to the realization of mathematical abstraction processes and are effective in realizing the knowledge-based actions that they exhibit in these processes. Keywords: Mathematical giftedness, mathematical abstraction, self-regulation strategies.