Comparison of mathematical giftedness and creativity of middle school students

In this study, it is aimed to examine the relationship between middle school students' giftedness in mathematics and their mathematical creativity. In this context, 337 middle school students studying at public schools in Antalya were included in the process as the sample of the study. The students were selected from the 5th, 6th, 7th and 8th grades by using convenient sampling method, covering the entire middle school level. In this study, correlational survey model, one of the survey methods, was used. Quantitative data of the study were collected by using the Test of Mathematical Abilities for Gifted Students [TOMAGS] and the Kaufman Creativity Scale. The data obtained from the scales were analyzed by ANOVA, Independent Samples t-Test and Correlation. As a result of the analyzes made, it was seen that the levels of being gifted in mathematics were generally lower than the classification specified in the TOMAGS scale. Out of 337 secondary school students, 96 were identified as gifted in mathematics. In addition, ıt has been observed that the number of female students among the gifted is higher than the number of male students. When the relationship between students' creativity areas and their ability to be gifted in mathematics was examined, a significant relationship was found between being gifted in mathematics and creativity and creativity sub-dimensions (except for creativity in the field of artistic performance). While the correlations between Giftedness in Mathematics and other variables were low (except for Academic Creativity), the relationship between other variables was medium and high.