Abstract

This descriptive survey study aimed to examine gifted students’ success and strategic flexibility in non-routine problem solving. The study group consisted of 50 gifted students. A test consisting of seven problems was used to collect data. Answers were assessed in terms of correctness and strategy use. Flexibility was evaluated based on the use of appropriate strategies, intra-task flexibility, and inter-task flexibility. Descriptive statistics, Pearson’s correlation coefficient and one-way ANOVA were used for analysis of the data. Students displayed an above-average performance in solving problems and strategy use. Students’ intra-task flexibility was low, whereas their inter-task flexibility was high. There was a high correlation between flexibility and success. While success differed according to grade level, there was no significant difference between grades in terms of flexibility. Results are discussed in terms of their implications related to education, and recommendations aimed at mathematics education environments and curricula are made.

摘要

这项描述性调查研究旨在检查天才学生在非常规问题解决方面的成功和战略灵活性。学习小组由50名天才学生组成。使用由七个问题组成的测试来收集数据。根据正确性和策略使用对答案进行评估。灵活性的评估基于适当策略的使用、任务内的灵活性和任务间的灵活性。描述性统计、皮尔逊相关系数和单向方差分析用于数据分析。学生在解决问题和使用策略方面表现出高于平均水平的表现。学生的任务内灵活性低，而任务间灵活性高。灵活性与成功之间存在高度相关性。虽然成功率因年级而异，在灵活性方面，年级之间没有显着差异。讨论了结果对教育的影响，并提出了针对数学教育环境和课程的建议。