Akademik Veri Yönetim Sistemi
5th International Symposium on Turkish Computer and Mathematics Education (TURCOMAT-5), Antalya, Türkiye, 28 - 30 Ekim 2021, ss.1
In this study, the effectiveness of differentiated mathematics teaching for gifted studentsis examined through meta-analysis. Differentiated teaching is the organization of the program according to the student in the context of content, process, learning environment and product taking into account the student's interests and needs. Within the scope of differentiated education, teaching methods such as enrichment, acceleration and grouping can be used, as well as curriculum differentiation can be done. There are different teaching strategies that can be used to differentiate in classrooms and schools. In schools, heterogeneous classes or homogeneous classes can be created depending on the general abilities of the students. The aim of this research; studies related to differentiated teaching were scanned through web of science, Scopus, ProQuest, DergiPark, ERIC, National Thesis Center and Google Scholar databases. No year limits were imposed as part of the screening. A total of 31 national and international studies were included in the study between 1985 and 2020. Hedges g, calculated from a study within the included studies, was excluded from the data because it was evaluated in the deviant value category. In the research, the data were analyzed using meta-analysis method. Data from 30 studies were analyzed using Comprehensive Meta-Analysis (CMA) software. The purpose of meta-analysis is to assess the consistency and robustness of findings between populations, environments, and contextual factors to help ensure that an application is likely to produce similar results when applied. A single study cannot definitively determine whether an intervention works. Instead, studies that are put together in different environments and carried out over time can create a model of consistent findings that may be useful for validate the new application. Several combined studies can determine both the importance and repeatability of the results. Meta- analyses arenot limitedto traditional indicators of statistical signibility, but instead rely on impact magnitudes to give a picture of the size and scope of the impact of an intervention. Hedges g was used as the impact size value. The study's findings showed that differentiated mathematics teaching is an effective strategy in the education of gifted students. In addition, although meta-analysis studies on acceleration, grouping and enrichment for the education of gifted students are limited in the literature, it is thought that the study will contribute to the field as there are no meta-analysis studies focusing directly on differentiation and mathematics in the education of the superior intelligence students.