Derıngöl, Y.Davasligıl, Ü.2024-07-122024-07-1220191302-56002-s2.0-85104270395https://hdl.handle.net/20.500.12415/7102Mathematically, gifted and talented students are different from other students in the classroom when their needs are concerned. Therefore, it is necessary to develop and apply appropriate programs for their interests and learning profiles. To realize this, the purpose of this study is to investigate the effect of a differentiated mathematics teaching program on students’academic self-concept for gifted and talented students. In this study, “Academic self-concept scale” was used as a data collection tool. Pretest-posttest control group experimental design was implemented with the sample of 24 talented and gifted students, 12 in experimental and 12 in control group. As a result of the study, it has been found that a differentiated mathematics teaching program improves their academic self. © 2019. All Rights Reserved.eninfo:eu-repo/semantics/closedAccessA Differentiated Teaching ProgramAcademic Self-ConceptGifted And Talented StudentMathematicsArticle177223Q315948