Gifted Children’s Mathematical Reasoning Abilities on Problem-Based Learning and Project-Based Learning Literacy

Abstract

Abstract This article describes gifted children’s mathematical reasoning abilities. They have a natural talent that must be facilitated, namely reasoning. In mathematics, problem-based learning, project-based learning literacy and Inquiry are learning models commonly used. Mathematics learning can improve the ability of mathematical reasoning because children are required to think logically. The research method was quantitative with the randomized pretest-posttest control group design. This research was conducted in three special classes of gifted children. The results showed that the reasoning of gifted children who obtained problem-based learning was better than gifted children who received other learning. It was caused by activities that always present problems contextually with everyday life. Then, gifted children were still required to be problem solvers by conducting in-depth investigations and collaborating with friends. Gifted children who get project-based learning literacy have good mathematical reasoning skills. It was because gifted children were required to make literacy work oriented to the mathematical problems presented. Furthermore, gifted children who obtain inquiry learning have a middle ability. Gifted children were asked to find mathematical concepts so that learning is meaningful.