Investigation of the perceptions of mathematics gifted middle school students about mathematics teachers

Mathematically gifted students are different from their classmates in terms of interest, depth of understanding and speed of learning and perform a proficiency in mathematics. Mathematics teachers have great importance in revealing and developing this potential they have. This study aims to define and explain the perception of seventh and eighth grade secondary school students who are mathematically gifted about mathematics teachers. In this study where phenomenology design is used 15 mathematically gifted students in the 7th and 8th grades were volunteers selected in a medium scaled province. In determining the sample group criterion and easy accessibility purposive sampling methods are together used and data are collected through semi- structured interviews. Participants' perceptions and expectations about mathematics teachers' teaching goals, routines and their attitudes to students are investigated. It is also determined that the participating secondary school students who are mathematically gifted have a series of negative perceptions and expectations (paying attention to exam success, using teacher-centered teaching methods, exhibiting discriminatory behaviors among students, acting rude, etc.) towards mathematic teachers. Causes of these negative perceptions and expectations are discussed and some proposals are given to overcome them.