Comparison of Gifted Students and Anatolian High School Students' Perspectives on Errors in Mathematics Lesson
Abstract
In this study, it is aimed to compare the perspectives of gifted students and students studying at Anatolian High School towards errors in mathematics lessons. The research was conducted with 30 students, including 15 gifted students studying in the project program at the Science and Art Center in Niğde, and 15 high school students studying at Anatolian High School during the 2020-2021 academic year. A semi-structured interview form consisting of 6 questions was used as a data collection tool. Content analysis was used in the analysis of the obtained data. In the interviews, the students were asked questions that would enable them to determine how often they made errors in the mathematics lesson, their fear of making errors, the expression of their errors by others, and their perspectives on the discussion of errors. Based of the findings, it is seen that Anatolian High School students avoid, fear and make errors more than gifted students in mathematics lessons. The Anatolian High School students were more likely to leave the questions unsolved or blank not to make errors, they make errors more frequently, they are more emotionally affected by the errors they make. It can be said that Anatolian High School students are more afraid of making errors in mathematics lessons. All of the gifted students and the majority of Anatolian High School students see the errors "instructive”.
Keywords
error , mathematics education , high school students , gifted students
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