Browse > Article
http://dx.doi.org/10.7468/jksmec.2014.17.2.77

Relationships between thinking styles and the Components of Mathematical Ability of the Elementary Math Gifted Children and General Students  

Hong, Hyejin (Yongam Elementary School)
Kang, Wan (Seoul National Univ. of Education)
Lim, Dawon (Cheonggu Elementary School)
Publication Information
Education of Primary School Mathematics / v.17, no.2, 2014 , pp. 77-93 More about this Journal
Abstract
The purpose of this study was to investigate the relationships between thinking styles and the components of mathematical ability of elementary math gifted children. The results of this study were as follows: First, there were differences in thinking styles: The gifted students prefer legislative, judical, hierarchic, global, internal and liberal thinking styles. General students prefer oligarchic and conservative thinking styles. Second, there were differences in components of mathematical ability: The gifted students scored high in all sections. And if when they scored high in one section, then they most likely scored high in the other sections as well. But the spacial related lowly to the generalization and memorization. There is no significant relationship between memorization and calculation Third, there was a correlation between thinking styles and components of mathematical ability: Some thinking styles were related to components of mathematical ability. In functions of thinking styles, legislative style have higher effect on calculation. And executive, judical styles related negatively to the inference ability. In forms of thinking styles monarchic style had higher effect on space ability, hierarchic style had higher effect on calculation. Monarchic, hierarchic styles related negatively to inference ability. In level of thinking styles global, local styles have higher effect on calculation. Local styles related negatively to the inference ability. In the scope of thinking styles, internal style had a higher effect on generalization, and external style had a higher effect on calculation. And there is no significant relationship leaning of thinking styles.
Keywords
gifted student; thinking styles; components of mathematical ability;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 강완 (1984). 수학적 능력 및 발견.발명의 사고과정과 수학교육. 서울대학교 석사학위 논문. (Kang, W. (1984). A study on the psychology of mathematical abilities and discovery/ invention in the mathematical education. Master's thesis, SNU.)
2 강완.김상미.박만구.백석윤.오영렬 (2009). 초등수학교육론. 서울: 경문사. (Kang, W.; Kim, S. M.; Park, M. G.; Baek, S. Y. & O, Y. R. (2009). Mathematics education. Seoul: Kyungmoon Publishers.)
3 고혜진 (2003). Sterberg의 사고 유형에 따른 초등학교 영재 학생과 일반 학생의 비교. 건국대학교 석사학위 논문. GO, H. J. (2003). (Thinking styles of gifted and nongifted studensts in elementary school using sternberg's thinking styles classification. Master's thesis, KU.)
4 김병조 (2002). DESK 모형에 의한 창의성 훈련 프로그램의 효과연구 : 초등학교 6학년의 창의성과 수학적 사고력을 중심으로. 경희대학교 교육대학원 석사학위 논문. Kim, B. J. (2002). (The study on the effectiveness of the creativity training program by DESK model : for the creativity and mathematical thinking power of 6th grader. Master's thesis, KHU.)
5 김소연 (2000). Sternberg의 지능 및 사고 양식 이론의 타당화 연구. 숙명여자대학교 석사학위 논문. Kim, S. Y. (2000). (A study on the construct validation of Sternberg's triarchic theory of human intelligence and theory of mental self-government. Master's thesis, SWU.)
6 김진철 (2004). 영재성.사고양식.학업성취 간의 구조적 관계 분석. 전북대학교 박사학위 논문. (Kim, J. C. (2004). An analysis of the structural relationships of giftedness, thinking styles, and academic achievements. Ph.D. thesis, JBNU.)
7 송상헌 (1998). 수학 영재성 측정과 판별에 관한 연구. 서울대학교 박사학위 논문. (Song, S. H. (1998). A study on the measurement and discrimination of the mathematical giftedness. Ph.D. thesis, SNU.)
8 윤소정 (2001). 고등학교 영재학생과 일반학생의 사고 양식과 학습유형 차이. 부산대학교 석사학위 논문. (Yun, S. J. (2001). Differences in high school students' thinking and learning styles between gifted and average students. Master's thesis, PNU.)
9 이희종 (2003). 과학고등학교 '중학생 영재반' 학생들의 수학적 능력에 관한 연구 : 수학적 능력에 관한 Krutetskii의 분석을 중심으로. 한국교원대학교 석사학위 논문. (Lee, H. J. (2003). A study of mathematical abilities of the gifted middle school students : based on the analysis of Krutetskii's mathematical abilities. Master's thesis, KNUE.)
10 조규태 (2008). Sternberg 사고양식과 학습양식 및 문제해결력과의 관계. 중앙대학교 박사학위 논문. (Jo, G. T. (2008). Relations with Sternberg's thinking styles, learning styles, and problem solving. Ph.D. thesis, CAU.)
11 한기순.김희정 (2010). 초등학교 영재아동의 사고양 식과 학습양식 간의 관계탐색. 영재교육연구, 20(1), 289-316. (Han, G. S. & Kim, H. J. (2010). The relationship between thinking styles and learning styles of gifted children in elementary school. Journal of Gifted/Talented Education, 20(1), 289-316.)
12 Krutetskii, V. A. (1969). An investigation of mathematical abilities in schoolchildren. In Soviet Studies in the Psychology of Learning. University of Chicago Press.
13 Krutetskii, V. A. (1976). The Psychology of Mathematical Abilities in Schoolchildren. Chicago : University of Chicago press.
14 Sternberg, R. J. (1994). Allowing for thinking styles. Educational Leadership, 52(3), 36-40.
15 Sternberg, R. J. (1997). Thinking Styles. NY: Cambridge University Press.
16 Sternberg, R. J. (1998). Mental self-governmnet: A theory of intellectual styles and their development. Human Developmen, 31, 197-224.
17 Sternberg, R. J. & Grigorenko, E. L. (1993). Thinking styles and the gifted. Roeper Review, 16(2), 122-130.   DOI   ScienceOn
18 Winebrenner, S. (2001). Teaching Gifted Kids in the Regular Classroom. Minneapolis: Free Spirit Publishing Inc.
19 Zhang, L. F. & Sachs, J. (1997). Assessing thinking styles in the theory of mental self-government: A Hong Kong validity study. Psychological Reports, 81, 915-928.   DOI   ScienceOn
20 강선모 (2005). 성격유형과 창의적 성향 및 좌우뇌 선호도의 관계. 부산대학교 석사학위 논문. Kang, S. M. (2005). (The relationship among creative personality, psychological types and brain preference. Master's thesis, PNU.)
21 윤미선 (2003). 사고양식에 따른 학습동기 및 교과흥미가 학업성취에 미치는 영향. 고려대학교 박사학위 논문. (Yun, M. S. (2003). Effects of thinking styles on academic achievement with the mediators of academic motivation and subject-specific interests. Ph.D. thesis, KU.)