Mathematical communication competencies of mathematically gifted and non-gifted eighth graders

It is known that the ultimate goal of today's mathematics education is to raise mathematically literate individuals who can develop solutions to problem situations encountered in daily life. One of the most prominent characteristics of mathematically literate individuals is that they have developed mathematical communication competency. In this context, this study aimed to investigate the mathematical communication competencies of mathematically gifted and non-gifted eighth grade students in a comparative manner. In the participant selection process, firstly, the mathematical communication competency levels of eighth grade students studying at a middle school and a Science and Art Center in Eskişehir were determined. In this context, the Mathematical Communication Competency Measurement Tool was used. This tool was developed by selecting mathematical literacy problems from PISA, which varied in terms of mathematical communication competency levels. After the quantitative analysis of the data obtained, voluntary participants from each communication competency level were determined. Thus, a total of 10 students, five gifted and five non-gifted students, participated in the study. In the process of collecting data, semi-structured interviews were conducted with the participating students. In this context, students were asked open-ended questions to reveal their actions in the context of receptive and expressive components of mathematical communication competency in the process of solving mathematical literacy problems. The data obtained from the semi-structured interviews were analysed by content analysis method. It has been observed that gifted and non-gifted students similarly used incorrect language in their verbal explanations and had difficult in using mathematical communication skills in questions with increasing difficulty levels. It has been determined that gifted students reflected their effective use of logical reasoning skills to their mathematical communication skills, used a more conceptual and formal language in expressing the problem situation and providing justification for the solution, and presented their written solutions more gradually and comprehensively. As a result of research, considering the fact that gifted and non-gifted students have difficulties in mathematical communication processes including misuse of mathematical language, expressing the problem and providing justification for the solution, it is recommended to provide mathematics education environments where they can use their mathematical communication skills.