Systematic Reviews and Meta Analysis
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Year 2022, Volume: 9 Issue: 6, 19 - 40, 01.11.2022
https://doi.org/10.17275/per.22.127.9.6

Abstract

References

  • Altun, F. (2015). Üstün Yetenekli Öğrencilerin Psikolojik Danışma Ve Rehberlik İhtiyaçları, Psikolojik Danışma Yaşantıları Ve Rehber Öğretmenlerin Üstün Yeteneklilerle İlgili Yeterlik Düzeyleri [Psychological Counseling and Guidance Needs of Gifted Students, Counseling Experiences, and Counseling Teachers' Competence Levels on Giftedness ]. (Unpublished doctoral dissertation). Karadeniz Teknik University, Trabzon.
  • Ataman, A. (2004). Üstün Zekâlı Ve Üstün Yetenekli Çocuklar [Gifted and Talented Children ]. Book of Selected Articles for Gifted Children, İstanbul: Çocuk Vakfı Yayınları.
  • Ataman, A., Dağlıoğlu, E., & Şahin, F. (2014). Üstün Zekâlılar Ve Üstün Yetenekliler Konusunda Bilinmesi Gerekenler [Things to Know About the Gifted and Talented]. Ankara: Vize Pub.
  • Ayvacı, H. Ş., & Bebek, G. (2019). Türkiye’de üstün zekâlılar ve özel yetenekliler konusunda yürütülmüş tezlerin tematik incelenmesine yönelik bir çalışma [A study on the thematic analysis of theses conducted on the gifted and talented in Turkey]. Pamukkale University Faculty of Education Journal, 45(45), 267-292.
  • Chang, L. L. (1984). Who are the Mathematically Gifted?. Exceptional Child. 31(3), 231-235.
  • Callahan, C. M. (2005). Identifying gifted students from underrepresented populations. Theory into practice, 44(2), 98-104.
  • Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal Of Educational Psychology, 54(1), 1.
  • Çalık, M., ve Sözbilir, M. (2014). İçerik analizinin parametreleri [Parameters of content analysis]. Education and Science, 39(174), 33-38. http://dx.doi.org/10.15390/EB.2014.3412.
  • Çamdeviren, Ş. (2014). Bilim ve sanat merkezine (BİLSEM) devam eden üstün yetenekli çocukların anne babalarının karşılaştıkları güçlükler (Sakarya ili örneği) [The difficulties faced by the parents of gifted children attending the science and art center (BİLSEM) (Sakarya province example) ]. (Master’s thesis). Sakarya University, Institute of Education Sciences, Sakarya.
  • Çiltaş, A., Güler, G., & Sözbilir, M. (2012). Türkiye’de matematik eğitimi araştırmaları: Bir içerik analizi çalışması [Mathematics education research in Turkey: A content analysis study]. Educational Sciences in Theory and Practice, 12(1), 565-580.
  • Çitil, M. (2018). Türkiye’de Üstün Yeteneklilerin Eğitimi Politikalarının Değerlendirilmesi [Evaluation of Gifted Education Policies in Turkey ]. Journal of National Education, 47(Özel Sayı 1), 143-172.
  • Demiroğlu, K., Şahin, F., & Dilek, F. (2013). Üstün Yetenekli Bireyler Konusunda Türkiye’de 2000-2013 Yılları Arasında Yapılan Araştırmalar [Researches on Gifted and Talented Individuals in Turkey Between 2000-2013]. V. International Turkey Educational Research Congress, 6-9.
  • Güçin, G., & Oruç, Ş. (2015). Evaluation of academic studies on gifted and talented children in Turkey in terms of various variables. Adıyaman University Journal of Educational Science, 5(2), 113-135.
  • Gardner, R. N. (1980). Sterling-dollar diplomacy in current perspective. Columbia University
  • Gardner, H. (1993). Multiple intelligences: The theory in practice. Basicbooks, New York, Usa: 164-178 (1993).
  • Goldberg, S. R. (2008). An exploration of intellectually gifted students’ conceptual views of mathematics. Unpublished doctorate dissertation, Columbia University, USA.
  • Kadioglu Ateş, H., & Mazi, M. G. (2017). Türkiye’de Üştün Yetenekliler Eğitimi İle İlgili Yapılan Lisansüstü Tezlere Genel Bir Bakış [An Overview of Postgraduate Theses on Gifted Education in Turkey]. Journal of Gifted Education and Creativity, 4(3), 33-57.
  • Kaplan, S. N. (2009). Layering differentiated curricula for the gifted and talented. Methods and materials for teaching the gifted, 107-136.
  • Karaduman, G. B., & Davaslıgil, Ü. (2019). Farklılaştırılmış Geometri Öğretiminin Üstün Yetenekli Öğrencilerdeki Yaratıcılık, Uzamsal Yetenek ve Erişiye Etkisi [The Effect of Differentiated Geometry Teaching on Creativity, Spatial Ability and Reach in Gifted Students]. Necatibey Faculty of Education Journal of Electronic Science and Mathematics Education, 13(2), 1305-1337.
  • Krutetskii, V. A. (1976). The psychology of mathematical abilities in schoolchildren. Chicago: University of Chicago Press.
  • Kurnaz, A., & Ekici, S. G. (2020). BİLSEM Tanılama Sürecinde Kullanılan Zeka Testlerinin Psikolojik Danışmanların ve BİLSEM Öğretmenlerinin Görüşlerine Göre Değerlendirilmesi [Evaluation of Intelligence Tests Used in the BİLSEM Diagnostic Process According to the Opinions of Psychological Counselors and BİLSEM Teachers]. Child and Civilization , 5(10), 365-399.
  • MEB (Milli Eğitim Bakanlığı) (2018), Özel Eğitim Hakkında Kanun Hükmünde Kararname ve Özel Eğitim Hizmetleri Yönetmeliği [Decree on Special Education and Special Education Services Regulation]. Ankara: Milli Eğitim Basımevi.
  • MEB. (2019), Science and Art Centers Directive, Ankara. on 8 June 2021. http://tebligler.meb.gov.tr/index.php/tuemsayilar/viewcategory/87-2019 accessed from.
  • Marsh, C. J. (2009, November). How school-based curriculum development (SBCD) can facilitate curriculum differentiation (CD). In International Conference on Primary Education (pp. 25-27).
  • Miller, R. C. (1990). Discovering mathematical talent. Reston, VA: Eric Clearinghouse on Handicapped and Gifted Children.
  • Nacar, S. (2017). 2005-2014 yılları arasında üstün yeteneklilerin matematik eğitimi üzerine yapılan çalışmalar [Studies on mathematics education of gifted students between 2005-2014]. İnönü University Journal of Educational Sciences Institute, 4(8), 48-65.
  • Özer, M. (2020). Türkiye'de Mesleki Eğitimde Paradigma Değişimi [Paradigm Change in Vocational Education in Turkey]. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 40(2).
  • Özer, M. (2021). Türkiye’de Özel Yeteneklilere Yetenek Geliştirme Desteğinde Bilim ve Sanat Merkezleri: Mevcut Durum ve İyileştirme Alanları [Science and Art Centers for Talent Development Support in Turkey: Current Situation and Areas for Improvement]. OPUS International Journal of Society Studies , 17(33), 727-749.
  • Özdemir. G. (2017). Üstün yetenekli öğrencilere yönelik zenginleştirilmiş öğretim programının bilimsel süreç becerilerine ve başarıya katkısına ilişkin eylem araştırması [Action research on the contribution of the enriched curriculum for gifted students to scientific process skills and success ]. (Unpublished Master Thesis), Hacettepe University, Ankara.
  • Özyaprak, M. (2016). Üstün zekâlı ve yetenekli öğrenciler için matematik müfredatının farklılaştırılması [Differentiating the mathematics curriculum for gifted and talented students]. Hasan Ali Yücel Journal of the Faculty of Education, 13(2), 115.
  • Powers, E. A. (2008). The use of independent study as a viable differentiation technique for gifted learners in the regular classroom. Gifted Child Today, 31(3), 57-65.
  • Reis, S. M., & Callahan, C. M. (1989). Gifted females: They've come a long way or have they? Journal for the Education of the Gifted, 12(2), 99-117.
  • Renzulli, J. S. (1985). Are teachers of the gifted specialists? A landmark decision on employment practices in special education for the gifted. Gifted Child Quarterly, 29(1), 24-28.
  • Sak, U. (2020). Giftedness and the Turkish culture. In Conceptions of Giftedness (pp. 279-305). Routledge.
  • Sak, U. (2008). Test of the three-mathematical minds (M3) for the identification of mathematically gifted students. Roeper Review, 31(1), 53-67.
  • Sak, U. (2012). Üstün zekâlılar: tanılanması, özellikleri, eğitimi [Gifted: diagnosis, characteristics, education ]. Ankara: Maya Akademi.
  • Sheffield, L. J. (2018). Commentary paper: A reflection on mathematical creativity and giftedness. In F. M. Singer (Ed), Mathematical creativity and mathematical giftedness (pp. 405-428). Cham, Switzerland.
  • Sternberg, R. J. (Ed.). (2000). Handbook of intelligence. Cambridge University Press.
  • Sternberg, R. J., & Grigorenko, E. L. (2000). Practical intelligence and its development.
  • Terman, L.M. (1916). The uses of intelligence tests. In The Measurement of Intelligence (pp. 3–21). Boston: Houghton, Mifflin and Company.
  • Thurstone, L. L. (1931). Multiple factor analysis. Psychological review, 38(5), 406.
  • Treffinger, D. J., & Renzulli, J. S. (1986). Giftedness as potential for creative productivity: Transcending IQ scores. Roeper Review, 8(3), 150-154.
  • Tomlinson, C. A. (2001). How Differentiate Instruction in Mixed-Ability Classrooms. United States of America: Association for Supervision and Curriculum Development.
  • VanTassel-Baska, J. (2000). Theory and research on curriculum development for the gifted. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Ed.). Internationalhandbook of Giftedness and Talent (pp. 345-365). Oxford, England: Pergamon.
  • VanTassel-Baska, J. (2007). Leadership for the future in gifted education: Presidential address, NAGC 2006. Gifted Child Quarterly, 51(1), 5-10.
  • Wagner, H. & Zimmermann, B. (1986). Identification and fostering of mathematically gifted students. In A. Cropley, K. Urban, H. Wagner & W. Wieczerkowski (Eds), Giftedness: A continuing world-wide challenge (pp.273-287). New York: Trillium Pres.
  • Young, A. E. & Worrell, F. C. (2018). Comparing metacognition assessments of mathematics in academically talented students. The Gifted Child Quarterly, 63(2), 259-275.

A Thematic Analysis of Theses Prepared on Mathematics Education with Gifted and Talented Students in Türkiye

Year 2022, Volume: 9 Issue: 6, 19 - 40, 01.11.2022
https://doi.org/10.17275/per.22.127.9.6

Abstract

The aim of this research is to examine the postgraduate studies conducted in the field of mathematics education with individuals diagnosed as gifted and talented students in Türkiye. For this purpose, master’s and doctoral studies in the database of the National Thesis Center of the Council of Higher Education [CHE] of Türkiye were examined. The first graduate thesis carried out in the field of mathematics education with gifted and talented students was carried out in 2009. In this context, the research includes 55 master’s and doctoral studies from 2009 to 2020. In this study, in which the qualitative research approach was preferred, thematic content analysis (meta-synthesis) one of the content analysis types was used. The theses included in the scope of the study were examined under different headings such as year, type, subject, approach, research design, sample, data collection tool, and data analysis techniques. This research is important in terms of giving a general idea about the studies carried out in the field of gifted students and mathematics education, providing information pertaining to the relevant literature for the studies to be carried out, helping expand the field with studies with more different content by determining the subjects and scopes that have not been researched in the field, and giving inspiration related to different research ideas that will contribute to the literature.

References

  • Altun, F. (2015). Üstün Yetenekli Öğrencilerin Psikolojik Danışma Ve Rehberlik İhtiyaçları, Psikolojik Danışma Yaşantıları Ve Rehber Öğretmenlerin Üstün Yeteneklilerle İlgili Yeterlik Düzeyleri [Psychological Counseling and Guidance Needs of Gifted Students, Counseling Experiences, and Counseling Teachers' Competence Levels on Giftedness ]. (Unpublished doctoral dissertation). Karadeniz Teknik University, Trabzon.
  • Ataman, A. (2004). Üstün Zekâlı Ve Üstün Yetenekli Çocuklar [Gifted and Talented Children ]. Book of Selected Articles for Gifted Children, İstanbul: Çocuk Vakfı Yayınları.
  • Ataman, A., Dağlıoğlu, E., & Şahin, F. (2014). Üstün Zekâlılar Ve Üstün Yetenekliler Konusunda Bilinmesi Gerekenler [Things to Know About the Gifted and Talented]. Ankara: Vize Pub.
  • Ayvacı, H. Ş., & Bebek, G. (2019). Türkiye’de üstün zekâlılar ve özel yetenekliler konusunda yürütülmüş tezlerin tematik incelenmesine yönelik bir çalışma [A study on the thematic analysis of theses conducted on the gifted and talented in Turkey]. Pamukkale University Faculty of Education Journal, 45(45), 267-292.
  • Chang, L. L. (1984). Who are the Mathematically Gifted?. Exceptional Child. 31(3), 231-235.
  • Callahan, C. M. (2005). Identifying gifted students from underrepresented populations. Theory into practice, 44(2), 98-104.
  • Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal Of Educational Psychology, 54(1), 1.
  • Çalık, M., ve Sözbilir, M. (2014). İçerik analizinin parametreleri [Parameters of content analysis]. Education and Science, 39(174), 33-38. http://dx.doi.org/10.15390/EB.2014.3412.
  • Çamdeviren, Ş. (2014). Bilim ve sanat merkezine (BİLSEM) devam eden üstün yetenekli çocukların anne babalarının karşılaştıkları güçlükler (Sakarya ili örneği) [The difficulties faced by the parents of gifted children attending the science and art center (BİLSEM) (Sakarya province example) ]. (Master’s thesis). Sakarya University, Institute of Education Sciences, Sakarya.
  • Çiltaş, A., Güler, G., & Sözbilir, M. (2012). Türkiye’de matematik eğitimi araştırmaları: Bir içerik analizi çalışması [Mathematics education research in Turkey: A content analysis study]. Educational Sciences in Theory and Practice, 12(1), 565-580.
  • Çitil, M. (2018). Türkiye’de Üstün Yeteneklilerin Eğitimi Politikalarının Değerlendirilmesi [Evaluation of Gifted Education Policies in Turkey ]. Journal of National Education, 47(Özel Sayı 1), 143-172.
  • Demiroğlu, K., Şahin, F., & Dilek, F. (2013). Üstün Yetenekli Bireyler Konusunda Türkiye’de 2000-2013 Yılları Arasında Yapılan Araştırmalar [Researches on Gifted and Talented Individuals in Turkey Between 2000-2013]. V. International Turkey Educational Research Congress, 6-9.
  • Güçin, G., & Oruç, Ş. (2015). Evaluation of academic studies on gifted and talented children in Turkey in terms of various variables. Adıyaman University Journal of Educational Science, 5(2), 113-135.
  • Gardner, R. N. (1980). Sterling-dollar diplomacy in current perspective. Columbia University
  • Gardner, H. (1993). Multiple intelligences: The theory in practice. Basicbooks, New York, Usa: 164-178 (1993).
  • Goldberg, S. R. (2008). An exploration of intellectually gifted students’ conceptual views of mathematics. Unpublished doctorate dissertation, Columbia University, USA.
  • Kadioglu Ateş, H., & Mazi, M. G. (2017). Türkiye’de Üştün Yetenekliler Eğitimi İle İlgili Yapılan Lisansüstü Tezlere Genel Bir Bakış [An Overview of Postgraduate Theses on Gifted Education in Turkey]. Journal of Gifted Education and Creativity, 4(3), 33-57.
  • Kaplan, S. N. (2009). Layering differentiated curricula for the gifted and talented. Methods and materials for teaching the gifted, 107-136.
  • Karaduman, G. B., & Davaslıgil, Ü. (2019). Farklılaştırılmış Geometri Öğretiminin Üstün Yetenekli Öğrencilerdeki Yaratıcılık, Uzamsal Yetenek ve Erişiye Etkisi [The Effect of Differentiated Geometry Teaching on Creativity, Spatial Ability and Reach in Gifted Students]. Necatibey Faculty of Education Journal of Electronic Science and Mathematics Education, 13(2), 1305-1337.
  • Krutetskii, V. A. (1976). The psychology of mathematical abilities in schoolchildren. Chicago: University of Chicago Press.
  • Kurnaz, A., & Ekici, S. G. (2020). BİLSEM Tanılama Sürecinde Kullanılan Zeka Testlerinin Psikolojik Danışmanların ve BİLSEM Öğretmenlerinin Görüşlerine Göre Değerlendirilmesi [Evaluation of Intelligence Tests Used in the BİLSEM Diagnostic Process According to the Opinions of Psychological Counselors and BİLSEM Teachers]. Child and Civilization , 5(10), 365-399.
  • MEB (Milli Eğitim Bakanlığı) (2018), Özel Eğitim Hakkında Kanun Hükmünde Kararname ve Özel Eğitim Hizmetleri Yönetmeliği [Decree on Special Education and Special Education Services Regulation]. Ankara: Milli Eğitim Basımevi.
  • MEB. (2019), Science and Art Centers Directive, Ankara. on 8 June 2021. http://tebligler.meb.gov.tr/index.php/tuemsayilar/viewcategory/87-2019 accessed from.
  • Marsh, C. J. (2009, November). How school-based curriculum development (SBCD) can facilitate curriculum differentiation (CD). In International Conference on Primary Education (pp. 25-27).
  • Miller, R. C. (1990). Discovering mathematical talent. Reston, VA: Eric Clearinghouse on Handicapped and Gifted Children.
  • Nacar, S. (2017). 2005-2014 yılları arasında üstün yeteneklilerin matematik eğitimi üzerine yapılan çalışmalar [Studies on mathematics education of gifted students between 2005-2014]. İnönü University Journal of Educational Sciences Institute, 4(8), 48-65.
  • Özer, M. (2020). Türkiye'de Mesleki Eğitimde Paradigma Değişimi [Paradigm Change in Vocational Education in Turkey]. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 40(2).
  • Özer, M. (2021). Türkiye’de Özel Yeteneklilere Yetenek Geliştirme Desteğinde Bilim ve Sanat Merkezleri: Mevcut Durum ve İyileştirme Alanları [Science and Art Centers for Talent Development Support in Turkey: Current Situation and Areas for Improvement]. OPUS International Journal of Society Studies , 17(33), 727-749.
  • Özdemir. G. (2017). Üstün yetenekli öğrencilere yönelik zenginleştirilmiş öğretim programının bilimsel süreç becerilerine ve başarıya katkısına ilişkin eylem araştırması [Action research on the contribution of the enriched curriculum for gifted students to scientific process skills and success ]. (Unpublished Master Thesis), Hacettepe University, Ankara.
  • Özyaprak, M. (2016). Üstün zekâlı ve yetenekli öğrenciler için matematik müfredatının farklılaştırılması [Differentiating the mathematics curriculum for gifted and talented students]. Hasan Ali Yücel Journal of the Faculty of Education, 13(2), 115.
  • Powers, E. A. (2008). The use of independent study as a viable differentiation technique for gifted learners in the regular classroom. Gifted Child Today, 31(3), 57-65.
  • Reis, S. M., & Callahan, C. M. (1989). Gifted females: They've come a long way or have they? Journal for the Education of the Gifted, 12(2), 99-117.
  • Renzulli, J. S. (1985). Are teachers of the gifted specialists? A landmark decision on employment practices in special education for the gifted. Gifted Child Quarterly, 29(1), 24-28.
  • Sak, U. (2020). Giftedness and the Turkish culture. In Conceptions of Giftedness (pp. 279-305). Routledge.
  • Sak, U. (2008). Test of the three-mathematical minds (M3) for the identification of mathematically gifted students. Roeper Review, 31(1), 53-67.
  • Sak, U. (2012). Üstün zekâlılar: tanılanması, özellikleri, eğitimi [Gifted: diagnosis, characteristics, education ]. Ankara: Maya Akademi.
  • Sheffield, L. J. (2018). Commentary paper: A reflection on mathematical creativity and giftedness. In F. M. Singer (Ed), Mathematical creativity and mathematical giftedness (pp. 405-428). Cham, Switzerland.
  • Sternberg, R. J. (Ed.). (2000). Handbook of intelligence. Cambridge University Press.
  • Sternberg, R. J., & Grigorenko, E. L. (2000). Practical intelligence and its development.
  • Terman, L.M. (1916). The uses of intelligence tests. In The Measurement of Intelligence (pp. 3–21). Boston: Houghton, Mifflin and Company.
  • Thurstone, L. L. (1931). Multiple factor analysis. Psychological review, 38(5), 406.
  • Treffinger, D. J., & Renzulli, J. S. (1986). Giftedness as potential for creative productivity: Transcending IQ scores. Roeper Review, 8(3), 150-154.
  • Tomlinson, C. A. (2001). How Differentiate Instruction in Mixed-Ability Classrooms. United States of America: Association for Supervision and Curriculum Development.
  • VanTassel-Baska, J. (2000). Theory and research on curriculum development for the gifted. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Ed.). Internationalhandbook of Giftedness and Talent (pp. 345-365). Oxford, England: Pergamon.
  • VanTassel-Baska, J. (2007). Leadership for the future in gifted education: Presidential address, NAGC 2006. Gifted Child Quarterly, 51(1), 5-10.
  • Wagner, H. & Zimmermann, B. (1986). Identification and fostering of mathematically gifted students. In A. Cropley, K. Urban, H. Wagner & W. Wieczerkowski (Eds), Giftedness: A continuing world-wide challenge (pp.273-287). New York: Trillium Pres.
  • Young, A. E. & Worrell, F. C. (2018). Comparing metacognition assessments of mathematics in academically talented students. The Gifted Child Quarterly, 63(2), 259-275.
There are 47 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Elvan İnan 0000-0002-2719-9668

Sevinç Mert Uyangör 0000-0002-3307-1492

Publication Date November 1, 2022
Acceptance Date August 31, 2022
Published in Issue Year 2022 Volume: 9 Issue: 6

Cite

APA İnan, E., & Mert Uyangör, S. (2022). A Thematic Analysis of Theses Prepared on Mathematics Education with Gifted and Talented Students in Türkiye. Participatory Educational Research, 9(6), 19-40. https://doi.org/10.17275/per.22.127.9.6