Problems and solution approaches of mathematics teachers about gifted students

Gifted students may face different problems in their learning process as they can demonstrate superior learning performance compared to their peers. The aim of this study was to investigate the problems faced by secondary school mathematics teachers in their classrooms and the solution approaches they used for these problems. For this purpose, the opinions of teachers about gifted students and education and their opinions about the effects of BILSEMs were also asked. Participants of the study are 30 middle school mathematics teachers who work in Eskişehir. The data obtained by the semi-structured interview technique were analyzed by content analysis method. Teachers' opinions about the characteristics of gifted students were classified according to their affective and cognitive characteristics. Teachers were able to make enough descriptions about the creativity of the talent, the superior ability and the high motivation characteristics of their peers. Teachers do not consider themselves sufficient for the education of these students. The problems that teachers may encounter in the course are examined in three categories. In the category of apathy towards the course, it was determined that the gifted students exhibited the behaviors determined, but the majority of the mathematics teachers did not see it as a problem. Teachers stated that they did not see many of the behaviors determined under the category of behaviors disrupting the learning environment as a problem, however, it was concluded that gifted students may have some problems with their friends. According to their peers, in the category of problems caused by their superiority, the problem of boredness was encountered due to the level difference of the gifted student.