Differentiated geometry activities prepared with the Maker Model and gifted students

The aim of this study is to examine the effects of differentiated geometry teaching using the Maker Model on students with special abilities. It focuses on their attitudes towards geometry, problem-solving skills, creative thinking, and tendencies towards critical thinking. This mixed-method research follows an experimental design. Quantitative analysis utilized a pre-post-test with a single-group semi-experimental design, while qualitative analysis employed a case study design. The quantitative data were analyzed using t-tests and descriptive statistics, while qualitative data underwent content analysis. The study took place during the 2021-2022 academic year, involving 30 eighth-grade students from a Science and Art Center in the Southern Marmara Region. The study group was selected using criterion sampling from purposeful sampling methods. Differentiated lesson plans were developed for the study, focusing on auxiliary elements of the triangle and special center points, which were implemented over 20 sessions. Various assessment tools were employed, including attitude scales, perception scales, and thinking tendency scales. Additionally, group evaluation forms, final product grading keys, student diaries, and semi-structured student interviews were used to gather students' opinions on differentiated geometry teaching. The findings revealed significant increases in students' attitudes towards geometry, perception of problem-solving skills, tendency towards critical thinking, and creative thinking levels. The differentiated approach also positively impacted student interactions within the group. Students expressed engagement with the teaching content, highlighted high-level thinking support during the process, and found the product work effective for enhancing creative thinking. They also appreciated the student-centered learning environment, which facilitated lasting learning experiences.