From Which Aspects Do Differentiated Tasks Nurture Mathematically Gifted Students?

Mathematically gifted students need differentiated tasks in mixed-ability classrooms, and studies evaluating the use of these tasks in classrooms are of crucial importance. Thus, the present study examines how the use of differentiated tasks nurtures mathematically gifted students from the perspectives of mathematics teachers and their gifted students. Nineteen mathematically gifted students and five mathematics teachers from public and private schools in Turkey constituted the study sample. The data obtained through qualitative methods point out three categories: contributions of differentiated tasks to mathematically gifted students' cognitive, emotional, and social needs. Study findings reflected the importance of differentiated tasks in classrooms from the perspective of the mathematically gifted students, and their teachers.