Comparison of Solving Problems of Numerical and Figural Reasoning Tasks Between Gifted and Non-Gifted Students

This study examines the differences in reasoning skills between 24 mathematically gifted (MG) and 23 non-gifted (NG) students when solving reasoning tasks. The research utilized numerical and figural reasoning tests alongside semi-structured interviews. The findings revealed significant interactions between class and task type (F = 7.169, p < .01). MG students significantly outperformed in numerical reasoning tasks (F = 11.856, p < .001), employing analytical and sequential strategies, while NG students relied predominantly on intuition. Conversely, no significant differences were observed in figural reasoning tasks. This suggests that the observed strengths of MG students in visual-spatial domains are not universal but are influenced by specific task characteristics. Interviews indicated that MG students used systematic problem-solving strategies, whereas NG students employed guesswork. These results underscore the importance of tailored pedagogical strategies to enhance the visual-spatial skills of gifted students while building on their numerical strengths.