Problem Statement: The present study is of importance for designing a differentiation approach, which enables gifted students to use their present potential in mathematics effectively and enables them to develop their achievement, while looking at the effect of the approach on both gifted and non-gifted students. Within the scope of the developed differentiation approach concerning mathematics education of gifted students, the present study is one of the limited studies with such a focus, which is why it is thought that it will contribute to the literature. By the results of the study, it is of great importance. Purpose of the Study:The purpose of this research is to determine the effect of a newly-developed differentiation approach for the mathematics education of gifted middle school students on the achievements of both gifted and non-gifted students.Method: Within the scope of this current study, the model with pre-test and post-test control group among real research models in accordance with quantitative research method was used. The sample of the study was composed of 57 gifted and 60 non-gifted 5th and 6th grade students from a public school and a private school in Maltepe and Cekmekoy districts of Istanbul. Convenience and purposeful sampling were conducted within the scope of quantitative sampling in this study. 'Mathematics Achievement Test' and 'Multiple-Intelligences Domains Inventory' were used within the scope of this study. The lessons carried out using activities stated in the National Education curriculum about the related subjects were compared with lessons carried out with the activities designed

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In this study we aimed to find out the effect of the activity related with the 7 th grade mathematics subject "The Arithmetic of Conscious Consumer" for second phase primary students in Turkey by introducing Purdue 3-stage model which is used for gifted students' education and to search whether this activity affects students' creative thinking skills or not. In order to find out these effects, an experimental study has been carried out with 61 students from Capitol Primary School at Uskudar district 188 Araş. Gör. Esra ALTINTAŞ -Doç. Dr. Ahmet Şükrü ÖZDEMİR -Araş. Gör. Abdülkadir KERPİÇ in Istanbul. While 'The Arithmetic of Conscious Consumer' has been taught to 33 of 7 th grade experimental group students by using the activity which has been developed according to Purdue model, the same subject has been taught 28 of 7 th grade control group students by using activities as stated in national education curriculum for the said subject. Before and after the study, "Creativity Scale (How Creative Are You?)" was given to the students in every groups. Data collected in line with the aims of the study were analyzed by using Kolmogorov-Smirnov test, independent groups t-test, dependent group t-test and Mann-Whitney U test and then results were shown in tables and interpreted. Research findings in view of the results showed that there was a significant difference in creativity test scores in favour of experimental group in creativity post-test average scores between control and experimental groups. Bu çalışmada üstün yetenekli öğrencilerin eğitimi için kullanılan Purdue 3 aşamalı model tanıtılarak, Türkiye'deki ortaokul seviyesindeki öğrenciler için 7. sınıf Bilinçli Tüketim Aritmetiği konusuyla ilgili bu modele dayalı geliştirilen aktivitenin etkisini tespit etmek ve bu aktivitenin öğrencilerin yaratıcı düşünme becerilerini geliştirip geliştirmediğini tespit etmek amaçlanmıştır. Bu etkileri ortaya çıkarmak için İstanbul'un Üsküdar ilçesinde yer alan Capitol İlköğretim Okulu'ndaki 61 öğrenciyle deneysel bir çalışma gerçekleştirilmiştir. Bilinçli Tüketim Aritmetiği konusu deney grubundaki 33 öğrenciye Purdue modeline dayalı olarak geliştirilen bir aktivite kullanılarak anlatılmıştır. Aynı konu 28 kontrol grubu öğrencisine konuyla ilgili Milli Eğitim müfre-Kalem Eğitim ve İnsan Bilimleri Dergisi 2013, 3 (1), 187-214 189 datında yer alan etkinlikler kullanılarak anlatılmıştır. Uygulama öncesi ve sonrası yaratıcılık ölçeği (Ne kadar yaratıcısınız?) iki gruba da uygulanmıştır. Çalışmanın amacı kapsamında toplanan veriler Kolmogorov-Smirnov testi, bağımsız grup t-testi, bağımlı grup t-testi ve Mann-Whitney U testi kullanılarak analiz edilmiştir ve sonuçlar tablolar halinde gösterilerek yorumlanmıştır. Elde edilen sonuçlar göstermektedir ki, kontrol ve deney grubunun yaratıcılık son test puanları arasında deney grubu lehine anlamlı bir farklılık vardır. Anahtar Kelimeler: Yaratıcılık; Yaratıcı düşünme; Purdue model.

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The purpose of this study is to investigate primary mathematics education students' views about mathematics teaching through stories and the story generation process. To this end, the study attempts to help primary mathematics education students to create stories for teaching middle school students mathematics and to gain experiences through the story generation process. Accordingly, the research question was formulated as follows: "What are the views of 3rd grade primary mathematics education students about mathematics teachings through stories and the story generation process? This study is of importance as it involves the evaluation of the use of stories in mathematics teaching. Additionally, within the scope of the study, mathematics education students made stories of mathematics subjects according to middle school students' level and produced an instructional material that can be used in mathematics classes. The study group consisted of 12 third-grade students studying primary mathematics education. The study used a case study research design which is an interactive qualitative research design. The data were analyzed through content analysis. The views were presented under a set of themes and categories. According to the views of the participating students, mathematics teaching through stories arises interest in topics and provides clarity, promotes love for mathematics and imagination, fosters the reinforcement and retention of mathematics topics, facilitates establishing connections with everyday life, fosters student engagement, can be used as a tool of role-playing and as a technological support, promotes students' mathematics achievement, facilitates understanding abstract and difficult mathematical concepts, and offers such benefits as imagination and retention. The participating students also stated that the story generation process helped them to gain empathy, creativity, and the skills of concretization and level-setting, to reflect on their own story generation processes, to use their imagination, to discuss stories, and to digitize stories and convert them into a book.