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http://dx.doi.org/10.30807/ksms.2021.24.3.002

A Study on the Recognition and Characteristics of Mathematical Justification for Gifted Students in Middle School Mathematics  

Hong, Yong-Suk (Graduate School, Jeonbuk National University)
Son, Hong-Chan (Jeonbuk National University)
Publication Information
Journal of the Korean School Mathematics Society / v.24, no.3, 2021 , pp. 261-282 More about this Journal
Abstract
This study identified the meaning of mathematical justification and its characteristics for middle school math gifted students. 17 middle school math gifted students participated in questionnaires and written exams. Results show that the gifted students recognized justification in various meanings such as proof, systematization, discovery, intellectual challenge of mathematical justification, and the preference for deductive justification. As a result of justification exams, there was a difference in algebra and geometry. While there were many deductive justifications in both algebra and geometry questionnaires, the difference exists in empirical justifications: there were many empirical justifications in algebra, but there were few in geometry questions. When deductive justification was completed, the students showed satisfaction with their own justification. However, they showed dissatisfaction when they could not deductively justify the generality of the proposition using mathematical symbols. From the results of the study, it was found that justification education that can improve algebraic translation ability is necessary so that gifted students can realize the limitations and usefulness of empirical reasoning and make deductive justification.
Keywords
gifted students in mathematics; mathematical justification; recognition of mathematical justification; characteristics of mathematical justification;
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