Abstract:

Technological developments have made it necessary to make changes in mathematics education. These changes are not just students receiving information; It has made it important for them to grow up as individuals who can solve problems, produce, analyze-synthesise, think critically and creatively. Mathematics education and, accordingly, geometry has a great place in gaining these skills. It is thought that transferring the 21st century skills and the history of geometry to students through digital storytelling will be effective. Gaining these skills to gifted individuals, developing their talents, revealing their knowledge and capacities are of great importance for the society. Digital storytelling is among the applications that can be used in this context. In this study, it was tried to determine the reflections on the views of the gifted students included in the digital storytelling process on the nature of geometry and the formation of geometry knowledge. In the conducted research, the case study pattern, which is among the qualitative research methods, was used. The study group consists of 12 students from the Niğde Science and Art Center (BİLSEM). Each of the 12 students created a digital story about the history of geometry. This study data was collected through semi-structured interviews. Data were analyzed using the content analysis method. After the application of the digital storytelling method, it was observed that there was an increase in the categorization of these disciplines in the students' views on the sciences that geometry is related to, and their knowledge about geometry became clear. In this research, the digital storytelling process on the history of geometry was analyzed by the gifted students on the concept of geometry, the birth of geometry, what geometry contains, what kind of benefits it provides to people in real life and the branch of science related to the benefits it provides in real life, whether geometry can be learned by everyone and how it can be learned. It has been observed that the reflections have changed in a positive way. It is thought that including digital storytelling on the history of geometry in the mathematics education of gifted students is effective in keeping student motivation high and transferring information about mathematics education.