The Cognitive Demand of a Gifted Student’s Answers to Geometric Pattern Problems

Gutiérrez, Ángel; Benedicto, Clara; Jaime, Adela; Arbona, Eva

doi:10.1007/978-3-319-73156-8_7

Cited by 12 publications

(34 citation statements)

References 17 publications

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“…The mathematics teachers who teach in SACs need support in developing content, materials, and rich tasks (Çetin & Doğan, 2018), especially producing challenging tasks and managing the students in the process. Gutierrez et al (2018) developed a cognitive demand model to produce appropriate geometric pattern tasks for gifted students and to analyze the students’ answers to the tasks. This type of model could guide teachers in developing challenging pattern generalization tasks and it could also be used in developing tasks about other mathematics topics for gifted students.…”

Section: Discussionmentioning

confidence: 99%

“…Observing different strategies from several gifted students would also provide more evidence for developing a demand model. This model could have cognitive levels for producing linear figural pattern problems and analyzing the solutions for secondary school students as Gutierrez et al’s (2018) study. In generalization figural pattern tasks, inverse questions that include giving the value of a term and asking the position of that term can also be used.…”

Section: Discussionmentioning

confidence: 99%

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A Gifted High School Student’s Generalization Strategies of Linear and Nonlinear Patterns via Gauss’s Approach

Yıldız

Durmaz

2021

Journal for the Education of the Gifted

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Mathematically gifted students have a high potential for understanding and thinking through mathematical relations and connections between mathematical concepts. Currently, it is thought that generalizing patterns algebraically can serve to provide challenges and opportunities that match their potential. This article focuses on a mathematically gifted student’s use of generalization strategies to identify linear and nonlinear patterns in the context of a matchstick problem. Data were collected from a 10th-grade gifted student’s problem-solving process in a qualitative research design. It was observed that the gifted student’s ways of generalizing the linear and nonlinear patterns were different. In a generalization process, the student used figural reasoning in the linear pattern and numerical reasoning in the nonlinear patterns. It was noted that the student explored using Gauss’s approach in structuring the general rules of nonlinear patterns. Accordingly, aside from assisting their more gifted students, mathematics teachers may want to consider ways to introduce Gaussian thinking to the benefit of all their students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A Gifted High School Student’s Generalization Strategies of Linear and Nonlinear Patterns via Gauss’s Approach

Yıldız

Durmaz

2021

Journal for the Education of the Gifted

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“…Special teaching methodologies are required to maintain the interest of mathematically gifted students (Gutierrez et al, 2018). In addition, the design of high quality mathematics lessons for gifted students is related to both the teacher and the content (Leikin, Koichu, Berman, & Dinur, 2017…”

mentioning

confidence: 99%

“…Teachers are required to have knowledge about the estimation ability and to design a teaching environment based on this information (Boz-Yaman & Bulut, 2017). In addition, it is clear that gifted students have different needs in mathematics education than their peers (Gutierrez et al, 2018;Hu, 2019;Smedsrud, 2018). Teacher competencies are an important factor in meeting these learning needs (Leikin et al, 2017).…”

mentioning

confidence: 99%

“…Teacher competencies are an important factor affecting the math learning processes of gifted students (Gutierrez et al, 2018;Leikin et al, 2017). In order to respond to the needs of gifted students, which differ from other students, there is a need for teachers who have indepth knowledge and talent in their field (Subotnik, Olszewski-Kubilius, & Worrell, 2011).…”

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confidence: 99%

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An Investigation of the Measurement Estimation Strategies Used by Gifted Students

Erdoğan

Erben²

2020

Journal of Computer and Education Research

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This study aimed to investigate the measurement estimation strategies used by gifted students. Case study was used. 17 seventh grade students who were studying in the Science and Art Center located in a province in Eastern Anatolia Region of Turkey and who were identified as gifted participated in this study. The data was obtained through "The Measurement Estimation Skill Form" which includes nine openended tasks. In addition, clinical interviews were conducted with five students. The data were analyzed using descriptive analysis. The findings of this study indicates that students use eight different strategies, which rough guess ,breaking down, using prior knowledge, reference point, unit iteration, comparison with referents, subdivision clues and squeezing, in cases requiring measurement estimation. It was also found that while gifted students mostly used strategy "rough guess", strategies "subdivision clues" and "squeezing" are used very little. Furthermore, the findings of this study show that gifted students did not use different strategies at the expected level in the measurement estimation situations.

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Developing Teachers’ Didactic Analysis Competence by Means of a Problem-Posing Strategy and the Quality of Posed Mathematical Problems

Torres

2020

Education and Technology in Sciences

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The Cognitive Demand of a Gifted Student’s Answers to Geometric Pattern Problems

Cited by 12 publications

References 17 publications

A Gifted High School Student’s Generalization Strategies of Linear and Nonlinear Patterns via Gauss’s Approach

A Gifted High School Student’s Generalization Strategies of Linear and Nonlinear Patterns via Gauss’s Approach

An Investigation of the Measurement Estimation Strategies Used by Gifted Students

Developing Teachers’ Didactic Analysis Competence by Means of a Problem-Posing Strategy and the Quality of Posed Mathematical Problems

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