Insights into Implementing Number Pattern Activities with an Inquiry-Based Learning Approach in the Education of Gifted Students

This study addresses regular number patterns, which are important for algebraic, arithmetic, and spatial thinking and suitable for establishing in-depth relationships, through original activities. The aim of the study is to investigate the cognitive gains, skills, and student opinions regarding the application of number pattern activities, prepared using the inquiry-based learning approach, one of the innovative learning approaches, in mathematics lessons of gifted 7th-grade students. A qualitative case study, providing in-depth information, was determined as the research design. Data after the activities were collected using a semi-structured interview form and a number pattern task form developed by the researcher. In the analysis, data obtained from interviews and the number patterns task form were analyzed according to content analysis. Categories were created from the data and associated with codes. In the categories of fluency, flexibility, and deep thinking, generally good results were obtained; in the categories of enrichment and originality, good to moderate results were achieved. Participants gave correct answers in algebraic and arithmetic notation, represented things with different representations, and revealed in-depth and relational information. As a result of the study, participants stated that they initially had difficulty with activities containing open-ended, complex, and inquiry-based questions because it was their first time encountering them. However, they expressed that they were able to do them when they worked on the situations in more depth. After all the activities, it was observed that they acquired skills in establishing relationships between patterns, generalizing appropriate to changing situations, showing them with different representations, creating original shapes, using different strategies, questioning, and thinking in depth.