Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 1998

Full Length Research Paper

The effect of differentiated instruction on gifted students' critical thinking skills and mathematics problem solving attitudes

Aybala Çayir
  • Aybala Çayir
  • Department of Basic Education, Faculty of Education, Aksaray University, Aksaray, Turkey.
  • Google Scholar
Emine Balci
  • Emine Balci
  • Department of Basic Education, Faculty of Education, Alanya Alaaddin Keykubat University, Alanya-Antalya, Turkey.
  • Google Scholar

  •  Received: 10 October 2023
  •  Accepted: 02 November 2023
  •  Published: 31 December 2023


Akarsu F (2001). Gifted children, their families and problems. Ankara: Eduser Publications.


Alt?nta? E, Özdemir A? (2014). The effect of differentiation approach on the achievement of gifted students. Kafkas University e-Kafkas Journal of Educational Research 1(1):14-23.


Ba?türk R (2009). Essay models. In: A. Tanr?ö?en (Ed.). Scientific research methods Ankara: An? publishing pp. 31-53.


Beler Y, Avc? S (2011). AN EFFECTIVE STRATEGY IN DIFFERENTIATINGINSTRUCTION: LAYERED INSTRUCTION. Ahi Evran University K?r?ehir Faculty of Education Journal 12(3):109-126


Büyüköztürk ? (2015). Handbook of Data Analysis for Social Sciences (21st Edition). Ankara: Pegem Akademi Publications.


Çanakç? O (2008). Development and Evaluation of Mathematics Problem Solving Attitude Scale. Unpublished Doctoral Dissertation. Istanbul: Marmara University.


Çepni S, Gökdere M, Küçük M (2002) Sample Activity Development Based on Purdue Model for Gifted Students in Science. V. National Science and Mathematics Education Congress, METU Culture and Congress Center Ankara.


Danzi J, Reul K, Smith R (2008). Improving Student Motivation in Mixed Ability Classrooms Using Differentiated Instruction. Online Submission.


Deci EL, Ryan RM (1985). Intrinsic motivation and self-determination in human behavior. Plenum pp. 11-40.


Demir S (2013). The Effect of Differentiated Teaching Methods on Students' Academic Achievement, Learning Approaches and Retention Scores. Unpublished Doctoral Dissertation, Istanbul: Y?ld?z Technical University.


Dönmez BN (2004). Regulations to be made in the establishment and functioning of science and art centers.1st National Congress on Gifted Children, Gifted Children Proceedings Book. Istanbul: Child Foundation Publications.


Feldhusen JF (2005). Giftedness, talent, expertise, and creative achievement. In: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness. New York: Cambridge University Press, pp. 64-79.


Görücü E (2014). Examining the relationship between reading habits and critical thinking skills of sixth, seventh and eighth grade students. Yeditepe University. Istanbul.


Gül's O (2014). study titled; Differentiated Instruction and Adaptations.



Konta? H (2012). Different Strategies in the Education of Gifted Children. Architects of the Future Gifted Symposium. Çorlu - Tekirda?.


Kaya N (2013). Education of Gifted Students and B?LSEMs. Erzincan University Faculty of Education Journal 15(1):115-122.


Levy HM (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House 81(4):161-164.


Martin MR, Pickett MT (2013). The Effects of Differentiated Instruction on Motivation and Engagement in Fifth-Grade Gifted Math and Music Students. Online submission.


National Association for Gifted Children (2009). State of the states report. Retrieved from:



Önal NT (2020). Being Gifted. Journal of National Education 49(228):153-174.


Öpengin E (2012). The Effects of Giftedness Labeling on Students' Various Perceptions from the Perspective of Gifted Students. Doctoral dissertation, Anadolu University (Turkey).


Özer S, Y?lmaz E (2016). Differentiated instruction. In: E. Y?lmaz M. Çal??kan, SA Sulak (Eds.), Reflections from Educational Sciences. (pp.127-140). Konya: ÇizgiKitabevi.


?ald?rak B (2012). The effect of differentiated instructional practices on mathematics achievement. Master's Thesis. Ankara University Institute of Educational Sciences, Ankara.


Ta? F, S?rmac? N (2018). The Effect of Differentiated Instructional Design on Students' Metacognitive Skills and Academic Achievement in Mathematics. Erzincan University Journal of Faculty of Education 20(2):336-351.


Thomson DL (2010). Beyond the classroom walls: teachers' and students' perspectives on how online learning can meet the needs of gifted students. Journal of Advanced Academics 21(4):662-712.


Tomlinson CA, Allan SD (2000). Leadership for differentiating schools & classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.


Torrance E (1995). Insights about creativity: Questioned, rejected, ridiculed, ignored. Educational Psychology Review 7:313-322.


Umar ÇN, Reis ZA (2014). The effect of blended learning method and differentiated learning environment on the academic achievement of gifted and talented students. IZU Journal of Social Sciences 3(5):1-30.


Yakmac?-Güzel B (2002). A helpful new approach in the identification of giftedness: Dabrowski's hypersensitivity areas. Unpublished Doctoral Dissertation, Istanbul University Institute of Social Sciences.


Y?ld?z H (2010). A Research on Science and Art Centers (Bilsemler) as a Model in the Education of Gifted Talents (Unpublished Master's Thesis). Gazi University, Ankara.