An analysis of gifted students’ proof and reasoning process based on the Toulmin model

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Qualitative case study explored proof processes in gifted students, indicating structured instruction enhances reasoning skills.

Students demonstrated various representations and models in their mathematical reasoning, integrating technology effectively.
Analysis revealed challenges with formal notations despite utilizing dynamic tools like GeoGebra for abstract concepts.
The approach used design-based research methods focused on non-routine problems within differentiated lesson plans for gifted learners.
Findings highlight the importance of structured, technology-supported instruction in improving mathematical thinking for gifted students.

Zengin et al. (2025) studied this question.

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