A determination of problem solving skills of mathematically gifted children

This study aimed to examine the problem-solving skills of mathematically gifted children through the behaviours they exhibited during problem solving processes. The study employed the case study, which is one of the qualitative research designs. It was carried out with 2 children who were identified as mathematically gifted, continuing their education in Antalya. The participants were selected through purposive sampling method. In order to determine the domain-specific behaviours of the children in the problem-solving processes, 4 problem-solving sessions were conducted. These sessions constituted the main data source of the research. The content analysis method was used to analyse the data. The written outputs obtained as a result of the sessions were analysed through the themes created on the basis of the "Planning" and "Simultaneous" subtests of the CAS (Cognitive Assessment System) test, which determines cognitive functions based on the PASS theory. The study revealed that the children reflected their cognitive functions with behaviours similar to problem solving processes, but at different levels, and that the cognitive functions involved in the "Planning" and "Simultaneous" subtests of the CAS test were consistent with the behaviours observed in the problem-solving processes of the children.