Examining Mathematics Instructional Practices for Gifted Students Through Student Opinions

This study aims to explore the opinions of gifted students regarding the mathematics instructional practices implemented at SaAC. Conducted using a qualitative research design, the study involved 50 ninth-grade students enrolled at Halil İnalcık Science and Art Center in Nilüfer, Bursa, during the 2022–2023 academic year. Participants were selected through criterion sampling, a type of purposive sampling. Data were collected via semi-structured interviews and analyzed through content analysis. The findings are organized under six main categories: general instructional activities, subject-specific activities (Algebra, measurement and data), geometry activities, use of materials, mathematical proof and reasoning processes, and opinions on assessment methods. The findings indicate that students prefer learning environments that encourage critical thinking, incorporate real-life contexts, utilize technological and visual tools, promote collaboration, and enable active participation. Conversely, teacher-centred, rote-based, and passive instruction were perceived as inadequate. In geometry and proof-related topics, students expressed positive opinions towards the integration of dynamic software tools. At the same time, project and performance-based assessments were deemed more effective for evaluating learning outcomes. Overall, the findings highlight the need for differentiated, student-centred, and flexible instructional designs that cater to the unique learning needs of gifted individuals.