A subject-based differentiation approach for teaching mathematics to gifted students built on project-based learning, multiple intelligences, and enrichment.

Design · All designs
Evidence · 4 claims (4 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description

The article develops a differentiation approach for teaching mathematics to gifted middle-school students that modifies content, process, product, and learning environment relative to the national curriculum. Content is defined as "enriched objectives + theme", process incorporates "determining the students' multiple intelligence domains + teachers' strategies + basic skills + research skills + productive skills", and the learning environment combines "creative thinking + multiple-intelligences + different disciplines + project-based". The approach draws on the Williams, Maker, Kaplan, and autonomous learner models and Gardner's multiple intelligences, with particular emphasis on Maker matrix Type III and Type V problems. Students select project topics aligned with their dominant intelligence domains and complete all project stages including problem definition, method, and presentation.

Design Implications

Context

Requirements

• Teachers need knowledge of students' dominant intelligence domains (via the Multiple Intelligences Inventory) to assign suitable project topics and teaching strategies.
• Teachers must be informed about creativity, project preparation steps, and project evaluation processes before implementation.

Constraints

• The approach was developed and evaluated specifically for mathematics instruction with gifted middle-school students in grades 5–7 in Turkish schools.
• One teacher noted that conducting the same activities with all mathematics subjects could waste time, and that background and readiness levels of teachers, students, administrators, and parents could pose difficulties.

Target Learners

• gifted middle school students (grades 5-7)
• non-gifted middle school students (grades 6-7)

Learning Goals

• mathematics achievement (ratio-proportion, tables and graphics, conscious consumer arithmetic)
• academic and social skills
• creative thinking and research skills

Claims

• Differentiation Approach Beats Pnis Gifted Achievement [+M]
• Differentiation Approach Beats National Curriculum Gifted [+M]
• Differentiation Approach Beats Purdue Model Gifted [+M]
• Differentiation Approach Benefits Non Gifted Students [+M]

Related Designs

Examples

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Key Sources

• Altintas, E., & Ozdemir, A. S. (2015). Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers' Opinions. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.4.2540

Page metadata

Field	Value
type	design
id	subject-based-differentiation-approach-gifted-math
title	A subject-based differentiation approach for teaching mathematics to gifted students built on project-based learning, multiple intelligences, and enrichment.
description	The article develops a differentiation approach for teaching mathematics to gifted middle-school students that modifies content, process, product, and learning environment relative to the national curriculum.
status	review
generated	by process:settle-candidates on 2026-11-03
trust	unverified — no one has confirmed this page's content
sources	1 — altintas-2015

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