Examining doctoral theses on mathematics education for gifted students in Turkey

Purpose: The aim of this study is to examine doctoral dissertations written between 2000 and 2024 in Türkiye on the mathematics education of gifted students and to reveal their methodological, theoretical, and thematic characteristics. In doing so, the study seeks to identify research trends, common themes, and gaps in the literature to support future research in the field. Method: The study was conducted using the document analysis method, one of the qualitative research approaches. A total of 33 doctoral dissertations obtained from the National Thesis Center using keywords such as "gifted students" and "mathematics education" were systematically analyzed. The data were coded and interpreted using predefined categories with the help of MAXQDA software. Results: The study revealed distinct trends in doctoral dissertations on the mathematics education of gifted students in Türkiye between 2000 and 2024. It was found that the number of dissertations increased significantly after the 2010s and that the studies were largely concentrated in well-established universities and in the departments of mathematics and science education. In terms of sample groups, most studies focused on middle school students, while preschool and high school levels were largely neglected. Methodologically, qualitative and mixed methods were predominant, whereas experimental designs were less frequently employed. Thematic analysis indicated that creative problem solving and problem-based learning were the most commonly recommended and effective instructional strategies, while individualized education plans (IEPs) and BİLSEM-based interventions were prominent. In terms of assessment, model-based evaluations were preferred more often, with multiple assessment approaches used in a complementary way. Performance assessment played a central role, rubrics and standardized tests were commonly applied, and qualitative observations and interviews were used as supportive tools. Code-map findings showed that differentiation was generally considered a secondary element under model development, while the connection between creative problem solving and creativity measurement was strongly emphasized. In practice-oriented dissertations, limitations such as the lack of long-term programs, deficiencies in teacher competencies, and the inadequacy of measurement tools to fully reflect the potential of gifted students were noted. Most of these studies recommended enhancing technology integration, developing interdisciplinary models, and providing teachers with more support in differentiation and assessment practices. Conclusion and Suggestions: The study mapped the current state of doctoral dissertations in the field of mathematics education for gifted students and revealed that further research is needed particularly in the areas of model development, interdisciplinary practices, technology integration, and classroom differentiation.