Comparison of Gifted Students and Anatolian High School Students' Perspectives on Errors in Mathematics Lesson

Zekiye Morkoyunlu; Gülşah Saltık Ayhanöz

Makale detayları

Comparison of Gifted Students and Anatolian High School Students' Perspectives on Errors in Mathematics Lesson

Yazarlar:

Zekiye Morkoyunlu | Gülşah Saltık Ayhanöz

Yayıncı:

Ataturk University

Ana Başlıklar:

Mathematics Education

Dergi:

Educational Academic Research Issue 58, pp.48-64

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354529

pISSN:

2822-3535

Anahtar kelimeler:

Özet:

 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.

 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.

 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.

 Bu çalışmada, üstün yetenekli öğrenciler ile Anadolu Lisesinde öğrenim gören öğrencilerin matematik dersindeki hatalara yönelik bakış açılarının karşılaştırılması amaçlanmıştır. Araştırma, 2020-2021 eğitim-öğretim yılında Niğde ilindeki Bilim Sanat Merkezi proje programında öğrenim gören 15 üstün yetenekli öğrenci ve Anadolu Lisesinde öğrenim gören 15 lise öğrencisi olmak üzere toplam 30 öğrenci ile yürütülmüştür. Veri toplama aracı olarak 6 sorudan oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen verilerin analizinde içerik analizi kullanılmıştır. Görüşmelerde öğrencilere matematik dersinde ne sıklıkla hata yaptıklarını, hata yapmaktan korkmalarını, hatalarını başkaları tarafından dile getirmelerini ve hataların tartışılmasına ilişkin bakış açılarını belirlemelerini sağlayacak sorular sorulmuştur. Bulgulara göre, Anadolu Lisesi öğrencilerinin matematik derslerinde üstün yetenekli öğrencilere göre daha fazla hata yapmaktan kaçındıkları, korktukları ve hata yaptıkları görülmektedir. Anadolu Lisesi öğrencilerinin hata yapmamak için soruları çözmeden veya boş bırakma olasılıkları daha yüksek olup, daha sık hata yaptıkları, yaptıkları hatalardan duygusal olarak daha fazla etkilendikleri görülmüştür. Anadolu Lisesi öğrencilerinin matematik derslerinde hata yapmaktan daha çok korktukları söylenebilir. Üstün yetenekli öğrencilerin tamamı ve Anadolu Lisesi öğrencilerinin çoğunluğu hataları öğretici olarak görüyor.

Makale detayları

Comparison of Gifted Students and Anatolian High School Students' Perspectives on Errors in Mathematics Lesson

Yazarlar:

Zekiye Morkoyunlu | Gülşah Saltık Ayhanöz

Yayıncı:

Ataturk University

Ana Başlıklar:

Mathematics Education

Dergi:

Educational Academic Research Issue 58, pp.48-64

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354529

pISSN:

2822-3535

error

mathematics education

high school students

gifted studentshata

özel yetenekli öğrenciler

matematik eğitimi

lise öğrencileri

Sayı

Makale detayları

Yazarlar: Zekiye Morkoyunlu | Gülşah Saltık Ayhanöz

Yayıncı: Ataturk University

Ana Başlıklar: Mathematics Education

Dergi: Educational Academic Research Issue 58, pp.48-64

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001354529

pISSN: 2822-3535

Sayı

Yazarlar:

Zekiye Morkoyunlu | Gülşah Saltık Ayhanöz

Yayıncı:

Ataturk University

Ana Başlıklar:

Mathematics Education

Dergi:

Educational Academic Research Issue 58, pp.48-64

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354529

pISSN:

2822-3535