A Gifted High School Student’s Abstraction Process of Divisibility Rules

Esra Karataş Güler; Fadime Ulusoy

Makale detayları

A Gifted High School Student’s Abstraction Process of Divisibility Rules

Yazarlar:

Esra Karataş Güler | Fadime Ulusoy

Yayıncı:

Kastamonu University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 1, pp.1-16

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001339654

pISSN:

2147-9844

Anahtar kelimeler:

Özet:

 Purpose: Gifted students are often motivated by complex mathematical tasks. Mathematical abstraction allows access to gifted students cognitive processes in knowledge construction. The question How and why do the divisibility rules work? evokes in them an intellectual need for constructing the working principle of a divisibility rule. Hence, this research focused on a gifted high school students abstraction process of divisibility rules. By examining mathematical abstraction through observable actions, this study presents a deeper insight into the gifted students thoughts, difficulties, and strategies regarding the working principle of divisibility rules. DesignMethodologyApproach: The data was obtained from a 9th-grade gifted high school student through clinical interviews in a case study research design. The data were analyzed using the RBCC abstraction theoretical frameworks epistemic actions: Recognizing, Building-with, Constructing, and Consolidating. Findings: The gifted student could recognize and use the necessary prior knowledge about divisibility to abstract the divisibility rules. In the construction process, the student explored the complex divisibility rules based on the place values of numbers with different digits. Highlights: The student needed guidance in the process of creating more complex divisibility rules. With the researchers help, the student could understand even more complicated divisibility rules and consolidate the cognitive way.

 Purpose: Gifted students are often motivated by complex mathematical tasks. Mathematical abstraction allows access to gifted students cognitive processes in knowledge construction. The question How and why do the divisibility rules work? evokes in them an intellectual need for constructing the working principle of a divisibility rule. Hence, this research focused on a gifted high school students abstraction process of divisibility rules. By examining mathematical abstraction through observable actions, this study presents a deeper insight into the gifted students thoughts, difficulties, and strategies regarding the working principle of divisibility rules. DesignMethodologyApproach: The data was obtained from a 9th-grade gifted high school student through clinical interviews in a case study research design. The data were analyzed using the RBCC abstraction theoretical frameworks epistemic actions: Recognizing, Building-with, Constructing, and Consolidating. Findings: The gifted student could recognize and use the necessary prior knowledge about divisibility to abstract the divisibility rules. In the construction process, the student explored the complex divisibility rules based on the place values of numbers with different digits. Highlights: The student needed guidance in the process of creating more complex divisibility rules. With the researchers help, the student could understand even more complicated divisibility rules and consolidate the cognitive way.

 Purpose: Gifted students are often motivated by complex mathematical tasks. Mathematical abstraction allows access to gifted students cognitive processes in knowledge construction. The question How and why do the divisibility rules work? evokes in them an intellectual need for constructing the working principle of a divisibility rule. Hence, this research focused on a gifted high school students abstraction process of divisibility rules. By examining mathematical abstraction through observable actions, this study presents a deeper insight into the gifted students thoughts, difficulties, and strategies regarding the working principle of divisibility rules. DesignMethodologyApproach: The data was obtained from a 9th-grade gifted high school student through clinical interviews in a case study research design. The data were analyzed using the RBCC abstraction theoretical frameworks epistemic actions: Recognizing, Building-with, Constructing, and Consolidating. Findings: The gifted student could recognize and use the necessary prior knowledge about divisibility to abstract the divisibility rules. In the construction process, the student explored the complex divisibility rules based on the place values of numbers with different digits. Highlights: The student needed guidance in the process of creating more complex divisibility rules. With the researchers help, the student could understand even more complicated divisibility rules and consolidate the cognitive way.

 Purpose: Gifted students are often motivated by complex mathematical tasks. Mathematical abstraction allows access to gifted students cognitive processes in knowledge construction. The question How and why do the divisibility rules work? evokes in them an intellectual need for constructing the working principle of a divisibility rule. Hence, this research focused on a gifted high school students abstraction process of divisibility rules. By examining mathematical abstraction through observable actions, this study presents a deeper insight into the gifted students thoughts, difficulties, and strategies regarding the working principle of divisibility rules. DesignMethodologyApproach: The data was obtained from a 9th-grade gifted high school student through clinical interviews in a case study research design. The data were analyzed using the RBCC abstraction theoretical frameworks epistemic actions: Recognizing, Building-with, Constructing, and Consolidating. Findings: The gifted student could recognize and use the necessary prior knowledge about divisibility to abstract the divisibility rules. In the construction process, the student explored the complex divisibility rules based on the place values of numbers with different digits. Highlights: The student needed guidance in the process of creating more complex divisibility rules. With the researchers help, the student could understand even more complicated divisibility rules and consolidate the cognitive way.

Makale detayları

A Gifted High School Student’s Abstraction Process of Divisibility Rules

Yazarlar:

Esra Karataş Güler | Fadime Ulusoy

Yayıncı:

Kastamonu University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 1, pp.1-16

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001339654

pISSN:

2147-9844

Divisibility

Gifted student

Mathematical abstraction

RBC+C

Qualitative study

Sayı

Makale detayları

A Gifted High School Student’s Abstraction Process of Divisibility Rules

Yazarlar: Esra Karataş Güler | Fadime Ulusoy

Yayıncı: Kastamonu University

Ana Başlıklar: Matematik Eğitimi

Dergi: Kastamonu Eğitim Dergisi Vol.33 Issue 1, pp.1-16

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001339654

pISSN: 2147-9844

Divisibility

Gifted student

Mathematical abstraction

RBC+C

Qualitative study

Sayı

Yazarlar:

Esra Karataş Güler | Fadime Ulusoy

Yayıncı:

Kastamonu University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 1, pp.1-16

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001339654

pISSN:

2147-9844