Investigation of gifted students' collaborative problem solving processes in eco-mathematics context in online environment

This study aims to examine the collaborative problem-solving (CPS) processes of gifted students in an online environment within the context of eco-mathematics. The research was designed as a case study, one of the qualitative research methods. The participants in the study consist of three male students enrolled in the 7th grade of middle school who are also continuing their education at the Science and Arts Center. Criterion sampling was preferred in determining the participants. The criteria used in determining the participants were volunteering and being technologically equipped (internet infrastructure, computer with camera and microphone). The data collection process was conducted through individual preliminary interviews, six weeks of online collaborative problem-solving activities, and individual final interviews. Data related to the preliminary and final interviews were collected using an interview form prepared by the researcher. Data related to the collaborative problem-solving process were collected using open-ended problems with an eco-mathematics context, student diaries, and researcher field observation notes. The data obtained were analyzed using content analysis based on the PISA 2015 CPS Framework. It was determined that the collaborative problem-solving skills (B1) Building a shared representation and negotiating the meaning of the problem (common ground) and (C1) Communicating with team members about the actions to be/being performed. Throughout the process, it was observed that participants did not demonstrate the A1, A2, and A3 skills representing the "Exploring and Understanding" component. It was determined that the participants demonstrated at least one skill related to each collaborative competency. Based on the findings, it was concluded that gifted students were able to solve eco-mathematics-related problems collaboratively in an online environment and provided positive feedback on the collaborative problem-solving process. Furthermore, it is thought that the participants' experiences related to the process, personality traits, self-perception, familiarity with each other, and the structure of the problem may be effective in the emergence of gifted students' collaborative problem-solving skills in an online environment. It is recommended that future studies focus on developing the collaborative problem-solving skills of gifted students in an online environment, reflecting the online CPS process in educational settings, and structuring teams taking these characteristics into account.