Reflections from problem solving experiences of gifted students with augmented reality application

This study aims to examine the perspectives of gifted students on problem-solving using Augmented Reality (AR) technology. Employing a qualitative case study design, data were collected through semi-structured interviews and analyzed descriptively. The participants consisted of 12 gifted students in the 4th, 5th, and 6th grades enrolled at the Bingöl Science and Art Centre. The study was conducted over 16 lesson hours during a four-week teaching period. Mathematical problems, developed in alignment with the learning outcomes of the mathematics curriculum, were adapted into an AR environment and presented to the students. A semi-structured interview form containing 10 open-ended questions served as the data collection instrument. Findings indicate that the participants generally viewed the AR activities positively. AR technology was observed to support students' learning outcomes by concretizing and visualizing mathematical concepts, thereby facilitating learning. Notably, students exhibited increased curiosity regarding the coloring processes, dimensions, and structures of geometric shapes. The students reported that AR applications helped them understand concepts such as fractions in a concrete and meaningful manner, suggesting that this technology holds significant potential in mathematics education and can contribute to the development of students' mathematical thinking skills. The findings support the notion that AR technology is a valuable tool for enhancing students' ability to concretize mathematical concepts, improve mathematical thinking skills, and relate mathematical concepts to daily life. Based on these findings, several recommendations were made concerning the academic field and mathematics teaching. Keywords: Augmented reality, gifted students, mathematics education, mathematical thinking skills, the ability to relate mathematical concepts to daily life