Özel Yetenek Tanılı Olan ve Olmayan Öğrencilerin Basamak Değerini Kavrayışlarına Yönelik Zihinsel Modellerinin İncelenmesi

Abstract

The aim of this study is to reveal and compare the mental models of the students with diagnosed and undiagnosed gifted attending the fourth grade of elementary school for counting, estimation, naming, renaming, comparison, representing and calculation dimensions of digit value. In the research, case study design from qualitative research designs and holistic multiple case study from case study designs were used. In determining the study group, the maximum diversity sampling method from the intended state sampling types was used. The study group consists of students diagnosed with gifted attending Science and Art Centers (BILSEM) in Ankara and fourth-grade students who are not diagnosed with gifted. Frame analysis, which is sub-unit of micro analysis, was used in the analysis of the data. According to the research results, students with diagnosed with gifted have the most mental models, while students with low achievement level have the least mental models. When students' faulty mental models are examined, the most faulty mental models are present in students at low and medium achievement levels, while the least faulty mental model is present in students diagnosed gifted. It can be said that the following mental models exist at all levels: Counting, using models, analyzing, grouping, regrouping, reading and writing numbers, using the place holder of zero, comparing numbers by size, comparing numbers on a number line, modeling numbers in a conventional way, algorithm-based operation doing, using arithmetic facts in the process of operation, mathematical and daily use of operations, relations of operations with other operations.