An analysis of gifted and non-gifted fifth graders' strategic flexibility1

Abstract

Flexibility constitutes a crucial element of creativity, and there exists a significant correlation between mathematical problem-solving abilities and creativity. Moreover, non-routine problems necessitate students to employ critical thinking, creativity, and various problem-solving techniques. Hence, the objective of this holistic multiple case study is to examine the problem solving success and strategic flexibility of both gifted and non-gifted fifth graders in non-routine problem solving, as well as exploring the relationship between these factors. To achieve this aim, a total of eight non-routine problems were presented to 40 fifth graders, with 20 being gifted and 20 non-gifted students. The students' written solutions were collected, followed by individual interviews. Subsequently, the solutions were evaluated in terms of success and strategic flexibility. The results indicated that gifted students demonstrated more frequent use of indicators compared to their non-gifted counterparts. Additionally, a trend towards clustering in the medium category for gifted students and the weak category for non-gifted students was observed. Both groups included a limited number of students with high levels of flexibility. Notably, a significant relationship between flexibility and success scores was only evident among non-gifted students. Disparities in flexibility and success between gifted and non-gifted students were apparent. The implications of these findings for mathematics education were discussed, alongside recommendations for future research.