Analyzing the opinions of gifted students about scenario-based mathematics activities

In this research, the aim was to design mathematics activities suitable for the scenario-based learning approach and to explore in depth the opinions of 2nd grade primary school students regarding the designed activities. The study group consisted of 12 students who attended the 2nd grade in 2023-2024 at a private school in Elazığ and were diagnosed as gifted. The research was conducted using a single case study design, one of the qualitative research methods. The qualitative data collection tools used in the research included structured diaries, semi-structured interviews, participant observations, and semi-structured post-interview tools. The collected data were analyzed by 2 researchers using the MAXQDA24 software package according to the content analysis method, and codes and themes were created. Findings and conclusions were derived from the created codes and themes. Based on the findings, considering their superior potential, the education that gifted students need can be achieved by providing them with an enriched educational environment. To this end, traditional teaching techniques should be avoided in the classroom, and a constructivist education approach should be adopted. Education should be restructured in line with their interests and needs. At this point, the various interests and needs of gifted students should be met by enriching the teaching methods and techniques used in existing education programs. It was concluded that scenario-based mathematics teaching meets the interests and needs of gifted students. The scenarios are supported by many different methodologies and techniques, appealing to their visual, auditory, and tactile intelligence, thus making them realize that their interests and needs are met and helping them develop a positive attitude towards the course. Additionally, scenario-based applications used in mathematics teaching excite gifted students, whose emotional awareness is higher than that of their age peers, keeping their interest alive and causing them to develop a positive attitude towards the lesson. It was also concluded that these applications provide opportunities for peer learning through collaboration and allow each student to demonstrate their leadership aspects. Key Words: Intelligence, Gifted Student, Scenario-Based Learning, Mathematics Teaching