Examining the problem solving and problem posing skills of gifted 5th grade students in the context of mathematical literacy

The aim of the study is to examine the problem-solving and problem-posing skills of gifted 5th grade students in relation to their levels of mathematical literacy, and to determine the relationship between problem-solving and problem-posing skills and mathematical literacy. The research question is determined as "What are the problem-solving and problem-posing skills of gifted 5th grade students in the context of mathematical literacy?" The study group of the research consists 236 gifted students at the 5th grade level studying at Science and Art Centers in 6 districts of Istanbul in the second semester of the 2022-2023 academic year. This research, which adopts the mixed research method, utilized the Personal Information Form, Mathematical Literacy Scale (MLS), Mathematical Problem Solving and Problem Posing Skills Test (MPSPPST), and interview form as data collection tools. The survey method was used in the quantitative dimension of the research. Data obtained from MLS were analyzed using SPSS 26 package program tests. In the qualitative dimension of the research, a case study design method was applied. Data obtained from MPSPPST were examined using content analysis method. Findings obtained from interviews and observations were examined to establish a connection between quantitative and qualitative findings and to compare the findings. According to the research results, it has been determined that the mathematical literacy levels of gifted 5th grade students are high. In the sub-dimensions of the MLS, students are found to have high levels in the sub-dimensions of "Establishing Relations", "Invention/Proof", and "Research and Interpretation", and very high mathematical literacy in the "Visuality" sub-dimension. There was no significant difference in mathematical literacy among students based on gender, Science and Art Centre starting year and preschool education status. However, a statistically significant difference was found in favor of the domain of special talent with respect to general intellectual ability; and in favor of postgraduate education based on parental education level. When examining the problem solving and problem posing skills of gifted students based on their mathematical literacy levels, it was determined that students with low mathematical literacy level showed low problem solving and problem posing skills; students with medium mathematical literacy level showed medium problem posing skill along with high problem solving skill and students with high mathematical literacy displayed high problem solving and problem posing skills.