The perceptions and opinions of the elementary mathematics teachers' about education of gifted and mathematically gifted students

The aim of this research is to identify the perception levels of elementary mathematics teachers toward gifted students and to determine whether these perceptions differ based on sociodemographic, educational, and professional variables. Furthermore, the study seeks to deeply explore the perceptions of elementary mathematics teachers regarding the education of gifted and mathematically gifted students. Conducted using a mixed-method approach, the quantitative dimension of the research employed a cross-sectional survey (N=205), while the qualitative dimension utilized descriptive phenomenology (N=19). Quantitative data were collected using the The Scale of Teacher Perception of Gifted Students, and qualitative data were obtained through a Semi-Structured Interview Form. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed through thematic analysis. The results indicate that teachers generally hold high levels of perception toward gifted students, and these perceptions are significantly influenced by certain educational and professional variables. Specifically, advanced educational attainment, following information resources, and experience with gifted students emerged as key factors enhancing teachers' perceptions. The findings also reveal that teachers typically define gifted students in terms of cognitive superiority, creativity, and problem-solving skills, while acknowledging the importance of social and emotional differences. The study highlights the critical importance of individualized educational programs, early identification processes, and the enhancement of teacher competencies in fostering the potential of gifted students.