The Mathematical Wellbeing and Thinking Styles of Gifted Primary School Students

Akcakin, Veysel; Hill, Julia L.; Unlutuk Akcakin, Hanife

Abstract

Despite growing research on mathematical wellbeing (MWB), no studies have examined MWB among gifted students. We report on 261 gifted primary students' (Mage = 9.13) MWB and mathematical thinking styles during mathematics learning moments. Latent class analysis identified three thinking styles: integrated (n = 118), visual (n= 94), and analytic (n = 49). ANOVA revealed significant effects for thinking styles (η² = .162), with integrated thinkers generally reporting higher MWB than visual thinkers. No gender or grade-level differences emerged. Findings suggest flexible thinking supports gifted students' MWB, while visual thinkers experience lower MWB when instruction emphasises symbolic approaches, highlighting the need for differentiated instruction accommodating diverse thinking styles.

Keywords

mathematical wellbeinggifted studentsmathematical thinking styles

Recommended citation

Akcakin, V., Hill, J., & Unlutuk Akcakin, H. (2026). The Mathematical Wellbeing and Thinking Styles of Gifted Primary School Students. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 19–26). Psychology of Mathematics Education (PME). ISSN 2790-3648.

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