Beşinci ve altıncı sınıf matematikte üstün yetenekli öğrencilere yönelik farklılaştırılmış etkinliklerin tasarlanması ve geliştirilmesi.

The purposes of this study were three fold. First of all, it was aimed to design and develop differentiated tasks for 5th and 6th grade mathematically gifted students to satisfy their cognitive, emotional and social needs. Based on this purpose, it was aimed to explore characteristics of these differentiated tasks for 5th and 6th grade mathematically gifted students. The other aims were to examine the benefits of these differentiated tasks for mathematically gifted students in terms of satisfying their cognitive, emotional and social needs and also benefits for teachers. The participants of the study were the mathematically gifted students from two different public schools. Students in four classrooms with three teachers in Altındağ district of Ankara was used in try outs and students in two classrooms with one teachers in Yenimahalle district of Ankara were used as sample of the study. Seven mathematically gifted students from one hundred fifteen students in try outs and eight students from sixty-one students were diagnosed as mathematically gifted students, based on the teachers’ nomination and students’ scores in TOMAGS whose adaptation to Turkish Language was conducted within the scope of this study. Findings obtained from this design based research indicated that characteristics of differentiated tasks for 5th and 6th grade mathematically gifted students are gathered in three categories as characteristics in terms of content, in terms of type and in terms of implementation method. Moreover, the benefits of intervention to the teachers were discussed under three main themes as benefits to teachers’ awareness on giftedness and gifted education, self-adequacy and collaboration with other colleagues. Besides, benefits of intervention to students were also gathered in three main headings as benefits to satisfying students’ cognitive, emotional and social needs. As these findings reflect, differentiated materials designed and developed through this process helped to satisfy mathematically gifted students’ cognitive, emotional and social needs. By this way, they could find opportunities to fulfill their needs in mathematis classrooms and this also enabled the teachers to diminish gifted students’ related problems in classrooms. Ph.D. - Doctoral Progra