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Gifted Students’ repeating patterning skills and cognitive demand levels

Year 2023, , 70 - 95, 31.05.2023
https://doi.org/10.33400/kuje.1221801

Abstract

The ability to generalize, one of the key characters of mathematical giftedness, is related to mathematical patterns. Patterns and especially repeating patterns come to the fore as a context for the development of algebraic and functional thinking at an early age. In addition, determining the cognitive effort that students put forward in the process of working with repeating patterns is important for the development of patterning skills. In line with what has been stated, the aim of this study was to explore the repeating patterning skills of gifted students and their cognitive demand levels. In the study, case study design was used. Participants are five fifth grade students who were diagnosed as gifted through diagnostic tests. The data were collected with the "Repeating Number Pattern Task Form" consisting of open-ended problems. The data collection method is task-based interview. The data were analyzed by thematic analysis method. According to the findings, all students correctly determined the immediate, near, far term, and rule of the repeating number pattern task. According to the results of the study, students used “recursive”, “counting”, “division with remainder”, and “counting up/down from a multiple” strategies to find the immediate, near, and far term. All students explained the relationship in the arrangement of the numbers in the pattern by determining the unit of repeat. The results of the study show that students exhibit cognitive demand at the level of “procedures without connections” and “procedures with connections” to find the immediate and near term of the pattern task. In addition, students exhibited cognitive demand at the level of “procedures with connections” to find the far term and rule of the pattern.

References

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  • Assmus, D., & Fritzlar, T. (2022). Mathematical creativity and mathematical giftedness in primary school age-An interview study on creating figural patterns. ZDM-Mathematics Education, 54, 113–131. https://doi.org/10.1007/s11858-022-01328-8
  • Benedicto, C., Gutiérrez, A., & Jaime, A. (2017). When the theoretical model does not fit our data: a process of adaptation of the cognitive demand model. T. Dooley & G. Gueudet (Eds.) içinde, Proceedings of the CERME 10 (ss. 2791-2798). ERME.
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  • Cabral, J., Oliveira, H., & Mendes, F. (2021). Preservice teachers’ mathematical knowledge about repeating patterns and their ability to notice preschoolers algebraic thinking. Acta Scientiae Revista de Ensino de Ciências e Matemática, 23(7), 30-59.
  • Collins, M. A., & Laski, E. V. (2015). Preschoolers’ strategies for solving visual pattern tasks. Early Childhood Research Quarterly, 32, 204–214. https://doi.org/10.1016/j.ecresq.2015.04.004
  • Dayan, Ş. (2017). Üstün yetenekli ve normal öğrencilerin matematiksel örüntü başarılarının incelenmesi (Yayımlanmamış yüksek lisans tezi). Abant İzzet Baysal Üniversitesi.
  • Demonty, I., Vlassis, J., & Fagnant, A. (2018). Algebraic thinking, pattern activities and knowledge for teaching at the transition between primary and secondary school. Educational Studies in Mathematics, 99(1), 1-19. https://doi.org/10.1007/s10649-018-9820-9
  • Diago, P. D., Yáñez, D. F., & Arnau, D. (2022). Relations between complexity and difficulty on repeating-pattern tasks in early childhood (Relaciones entre complejidad y dificultad en tareas con patrones reiterativos en la primera infancia). Journal for the Study of Education and Development, 45(2), 311-350. https://doi.org/10.1080/02103702.2021.2000127
  • Eraky, A., Leikin, R., & Hadad, B. S. (2022). Relationships between general giftedness, expertise in mathematics, and mathematical creativity that associated with pattern generalization tasks in different representations. Asian Journal for Mathematics Education, 1(1), 36-51.
  • Fritzlar, T., & Karpinski-Siebold, N. (2012). Continuing patterns as a component of algebraic thinking—An interview study with primary school students. Pre-proceedings of the 12th International Congress on Mathematical Education içinde (ss. 2022–2031). ICMI.
  • Girit-Yildiz, D., & Durmaz, B. (2021). A gifted high school student’s generalization strategies of linear and nonlinear patterns via gauss’s approach. Journal for the Education of the Gifted, 44(1), 56-80. https://doi.org/10.1177/0162353220978295
  • Goldin, G. A. (2000). A scientific perspective on structured, task-based interviews in mathematics education research. A. E. Kelly & R. Lesh (Eds.) içinde, Handbook of research design in mathematics and science education (ss. 517–546). Lawrence Erlbaum.
  • Gutiérrez, A., Benedicto, C., Jaime, A., & Arbona, E. (2018a). The cognitive demand of a gifted student’s answers to geometric pattern problems. F. M. Singer (Ed.) içinde, Mathematical creativity and mathematical giftedness (ss. 196-198). Springer International Publishing.
  • Gutiérrez, A., Jaime, A., & Gutiérrez, P. (2021). Networked analysis of a teaching unit for primary school symmetries in the form of an e-book. Mathematics, 9(8), 832. https://doi.org/10.3390/math9080832
  • Gutiérrez, A., Ramírez, R., Benedicto, C., Beltrán-Meneu, M. J., & Jaime, A. (2018b). Visualization abilities and complexity of reasoning in mathematically gifted students’ collaborative solutions to a visualization task. A networked analysis. K. S. S. Mix, & M. T. Battista (Eds.) içinde, Visualizing mathematics. The role of spatial reasoning in mathematical thought (ss. 309-337). Springer.
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Özel yetenekli öğrencilerin tekrarlanan örüntü becerileri ve bilişsel istem düzeyleri

Year 2023, , 70 - 95, 31.05.2023
https://doi.org/10.33400/kuje.1221801

Abstract

Matematiksel özel yetenekliliğin kilit karakterlerinden biri olan genelleme becerisi, matematiksel örüntülerle ilişkilidir. Erken yaşlarda cebirsel ve fonksiyonel düşünmenin gelişimi için bir bağlam olarak örüntüler ve özellikle tekrarlanan örüntüler öne çıkmaktadır. Ayrıca, öğrencilerin tekrarlanan örüntülerle çalışma süreçlerinde ortaya koydukları bilişsel çabanın belirlenmesi, örüntü becerisinin gelişimi açısından önemlidir. Belirtilenler doğrultusunda, bu çalışmanın amacı, özel yetenekli öğrencilerin tekrarlanan örüntü becerilerini ve tekrarlanan örüntülerle çalışma sürecinde ortaya koydukları bilişsel istem düzeylerini keşfetmektir. Çalışmada, durum çalışması deseni kullanılmıştır. Katılımcılar, beşinci sınıf düzeyinde öğrenim gören, tanılama testleri aracılığıyla özel yetenekli tanısı konulan beş öğrencidir. Veriler, açık uçlu problemlerden oluşan “Tekrarlanan Sayı Örüntüsü Görev Formu”yla toplanmıştır. Veri toplama yöntemi, görev temelli görüşmedir. Veriler tematik analiz yöntemiyle çözümlenmiştir. Bulgulara göre, tüm öğrenciler, tekrarlanan sayı örüntüsü görevinin yakın, orta, uzak terimine ve kuralına doğru bir şekilde ulaşmıştır. Çalışma sonuçlarına göre, özel yetenekli öğrenciler tekrarlanan sayı örüntüsü görevinin yakın, orta ve uzak terimini bulmak için “yinelemeli”, “sayma”, “bölümden kalanı sayma” ve “çarpım üzerine sayma” stratejilerini kullanmışlardır. Örüntüde yer alan rakamların dizilişindeki ilişkiyi tüm öğrenciler tekrar birimini belirleyerek açıklamıştır. Çalışma sonuçları, özel yetenekli öğrencilerin örüntü görevinin yakın ve orta uzaklıktaki terimini bulmak için “bağlantısız işlemler” ve “bağlantılı işlemler” düzeyinde bilişsel istem sergilediklerini göstermiştir. Ayrıca, öğrenciler örüntünün uzak terimini ve kuralını bulmak için “bağlantılı işlemler” düzeyinde bilişsel istem sergilemişlerdir.

References

  • Amit, M., & Neria, D. (2008). Rising to the challenge: Using generalization in pattern problems to unearth the algebraic skills of talented pre-algebra students. ZDM, 40(1), 111-129.
  • Assmus, D. (2018). Characteristics of mathematical giftedness in early primary school age. F. M. Singer (Ed.) içinde, Mathematical creativity and mathematical giftedness: Enhancing creative capacities in mathematically promising students (ss. 145–167). Springer.
  • Assmus, D., & Fritzlar, T. (2022). Mathematical creativity and mathematical giftedness in primary school age-An interview study on creating figural patterns. ZDM-Mathematics Education, 54, 113–131. https://doi.org/10.1007/s11858-022-01328-8
  • Benedicto, C., Gutiérrez, A., & Jaime, A. (2017). When the theoretical model does not fit our data: a process of adaptation of the cognitive demand model. T. Dooley & G. Gueudet (Eds.) içinde, Proceedings of the CERME 10 (ss. 2791-2798). ERME.
  • Benedicto, C., Jaime, A., & Gutiérrez, A. (2015). Análisis de la demanda cognitiva de problemas de patrones geométricos. C. Fernández, M. Molina, & N. Planas (Eds.) içinde, Investigación enEducación matemática XIX (ss. 153–162). SEIEM.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Cabral, J., Oliveira, H., & Mendes, F. (2021). Preservice teachers’ mathematical knowledge about repeating patterns and their ability to notice preschoolers algebraic thinking. Acta Scientiae Revista de Ensino de Ciências e Matemática, 23(7), 30-59.
  • Collins, M. A., & Laski, E. V. (2015). Preschoolers’ strategies for solving visual pattern tasks. Early Childhood Research Quarterly, 32, 204–214. https://doi.org/10.1016/j.ecresq.2015.04.004
  • Dayan, Ş. (2017). Üstün yetenekli ve normal öğrencilerin matematiksel örüntü başarılarının incelenmesi (Yayımlanmamış yüksek lisans tezi). Abant İzzet Baysal Üniversitesi.
  • Demonty, I., Vlassis, J., & Fagnant, A. (2018). Algebraic thinking, pattern activities and knowledge for teaching at the transition between primary and secondary school. Educational Studies in Mathematics, 99(1), 1-19. https://doi.org/10.1007/s10649-018-9820-9
  • Diago, P. D., Yáñez, D. F., & Arnau, D. (2022). Relations between complexity and difficulty on repeating-pattern tasks in early childhood (Relaciones entre complejidad y dificultad en tareas con patrones reiterativos en la primera infancia). Journal for the Study of Education and Development, 45(2), 311-350. https://doi.org/10.1080/02103702.2021.2000127
  • Eraky, A., Leikin, R., & Hadad, B. S. (2022). Relationships between general giftedness, expertise in mathematics, and mathematical creativity that associated with pattern generalization tasks in different representations. Asian Journal for Mathematics Education, 1(1), 36-51.
  • Fritzlar, T., & Karpinski-Siebold, N. (2012). Continuing patterns as a component of algebraic thinking—An interview study with primary school students. Pre-proceedings of the 12th International Congress on Mathematical Education içinde (ss. 2022–2031). ICMI.
  • Girit-Yildiz, D., & Durmaz, B. (2021). A gifted high school student’s generalization strategies of linear and nonlinear patterns via gauss’s approach. Journal for the Education of the Gifted, 44(1), 56-80. https://doi.org/10.1177/0162353220978295
  • Goldin, G. A. (2000). A scientific perspective on structured, task-based interviews in mathematics education research. A. E. Kelly & R. Lesh (Eds.) içinde, Handbook of research design in mathematics and science education (ss. 517–546). Lawrence Erlbaum.
  • Gutiérrez, A., Benedicto, C., Jaime, A., & Arbona, E. (2018a). The cognitive demand of a gifted student’s answers to geometric pattern problems. F. M. Singer (Ed.) içinde, Mathematical creativity and mathematical giftedness (ss. 196-198). Springer International Publishing.
  • Gutiérrez, A., Jaime, A., & Gutiérrez, P. (2021). Networked analysis of a teaching unit for primary school symmetries in the form of an e-book. Mathematics, 9(8), 832. https://doi.org/10.3390/math9080832
  • Gutiérrez, A., Ramírez, R., Benedicto, C., Beltrán-Meneu, M. J., & Jaime, A. (2018b). Visualization abilities and complexity of reasoning in mathematically gifted students’ collaborative solutions to a visualization task. A networked analysis. K. S. S. Mix, & M. T. Battista (Eds.) içinde, Visualizing mathematics. The role of spatial reasoning in mathematical thought (ss. 309-337). Springer.
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Details

Primary Language Turkish
Subjects Special Education and Disabled Education
Journal Section Articles
Authors

Fatma Erdoğan 0000-0002-4498-8634

Neslihan Gül This is me 0000-0003-2137-0206

Publication Date May 31, 2023
Submission Date December 20, 2022
Published in Issue Year 2023

Cite

APA Erdoğan, F., & Gül, N. (2023). Özel yetenekli öğrencilerin tekrarlanan örüntü becerileri ve bilişsel istem düzeyleri. Kocaeli Üniversitesi Eğitim Dergisi, 6(1), 70-95. https://doi.org/10.33400/kuje.1221801



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