Browse > Article
http://dx.doi.org/10.7468/jksmee.2011.25.1.185

Analyzing a Mathematical Gifted Student's Output for Mentor-Independent Study - A Case Study Focused on Mathematics Education for the Gifted -  

Lee, Heon-Soo (Dept. of Math., Chonnam National University)
Park, Jong-Youll (Dept. of Math., Chonnam National University)
Publication Information
Communications of Mathematical Education / v.25, no.1, 2011 , pp. 185-205 More about this Journal
Abstract
In this paper, we investigated the mathematical output of a gifted student's independent study. We chose one student who was taking a mentorship course in mathematics at the Gifted Education Center in Chonnam National University, and analyzed the characters of the result which a student showed through the output of independent study and studied the psychological change of a student while he was making a presentation of the results of his study. We found following facts. First, a mentor-independent study improves a mathematical gifted student's inductive thinking and ability to generalize and apply to other cases. Second, presenting a mathematical gifted student's output for mentor-independent study improves his ability of mathematical communication in the abilities of creative problem solving. Finally, there is an increased change in his perception and self-efficacy of mathematics after the presentation.
Keywords
mathematics education for the gifted; mentor-independent study; a gifted student's output;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
연도 인용수 순위
1 Gallagher, J, J., & Gallagher, S. A. (1994). Teaching gifted children(4th ed.). Boston: Allyn and Bacon.
2 Gardner, H. (1983). Frames of mind - The theory of multiple intelligence. New York: Basic Books.
3 Honsberger, R. (2004). Mathematical Delights, Washington, DC: The Mathematical Association of America.
4 Clack, B. (1997). Growing up gifted: Developing the potential of children at home and at school(5th ed.). Columbus, OH: Merrill.
5 장현선 (2005). 수학영재 교육프로그램에 관한 연구. 서강대학교 교육대학원 석사학위 논문.
6 Clasen, D., & Hansen, M. (1987). Double mentoring: A process for facilitating mentorships for gifted students. Roeper review, 10, 107-110.   DOI   ScienceOn
7 Davis, G. A. & Rimm, S. B. (1989). Education of the gifted and Talented(2nd ed.). Englewood Cliff. NJ: Pretice-Hall.
8 Doherty, E., & Evans, L. (1981). Independent study process: They can think, can't they? Journal for the Education of the Gifted, 4(2), 106-111.   DOI
9 전영주 (2006). 사사프로젝트학습을 통한 수학영재 지도. 한국학교수학회논문집, 9(2), 163-177.
10 한국교육개발원 (1999). 수학과 영재 교육과정 시안 - 초.중학교 수학과 영재 교육과정 시안 개발을 위한 기초 연구. 서울: 유진문화사.
11 Bandura, A. (1997). Self-efficacy: The exercise of control. NY: W. H. Freeman and Company.
12 유윤재 (2005). 산출물 중심의 수학 영재 프로그램의 연구. 한국수학교육학회 시리즈 E <수학교육 논문집>, 19(3), 557-569.
13 신유경.강윤수.정인철 (2008), GSP가 증명학습에 미치는 영향 : 사례연구. 한국학교수학회논문집, 11(1), 55-68.
14 이헌수.박종률.정인철 (2009). 테크놀로지를 활용한 사인함수의 덧셈정리 증명-수학영재아를 중심으로 한 사례연구-. 한국수학교육학회지 시리즈 A <학교수학>, 48(4), 387-398.
15 임근광.강순자 (2008). 수학영재학생들의 독립연구 절차와 교사의 역할. 한국수학교육학회지 시리즈 A <학교수학>, 47(3), 311-335.
16 김선희 (2005). 수학사에 근거한 수학영재의 창의적 산출물 평가 준거 개발. 한국수학사학회지, 18(2), 75-94.
17 박성익.조석희.김홍원.이지현.윤여홍.진석언.한기순 (2003). 영재교육학원론. 서울: 교육과학사.
18 김홍원.김명숙.송상헌 (1996). 수학 영재 판별 도구 개발 연구(I)-기초연구편-. 연구보고 CR 96-26. 한국교육개발원.
19 van Tassel-Baska, J. (1981). The great debates: For acceleration. Speech presented at the CEC/TAG National Topical Conference on the Gifted and Talented Child, Orlando, FL.
20 김미숙.서혜애.이혜연 (2005). 영재교육 강화 사업성과 지표 평가 연구. 한국교육개발원 연구 보고.
21 Nelson, R. B. (1993). Proofs without Words I: More exercises in visual thinking, Washington, DC: The Mathematical Association of America.
22 Weaver, J. F., & Brawley, C. F. (1959). Enriching the elementary school mathematics program for capable children. Journal of Education, 142(1), 1-40.
23 Stewart, E. D. (1981). Learning styles among gifted/talented students: Instructional techniques references. Educational children, 48, 137-148.
24 Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
25 Prillaman, D., & Richardson, R. (1989). The William and Mary Mentorships model: College students as a resource for the gifted. Roeper review, 12, 114-118.   DOI
26 Renzulli, J. S. (1978). The enrichment triad. Mansfield Center, CT: Creative Learning Press.
27 Renzulii, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: A how-to guide for educational excellence(2nd ed). Creative Learning Press.
28 Rueda, R., & Dembo, H. D. (1995). Motivational processes in learning: A comparative and sociocultural frameworks. In M. L. Maehr & P. R. Pintrich(EDs.), Advances in Motivation and Achievement, Vol. 9, Greenwich, Connecticut: JAI Press INC.
29 Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education(2nd ed.). San Francisco: Jossey-Bass Publishers. 고상숙, 권오남, 류희찬, 박만구, 방정숙, 이중권, 정인철, 황우형 역(2005). 정성연구방법론과 사례연구. 서울:교우사.
30 NCTM (1987). Providing Opportunities for the Mathematically Gifted, K-12. Edited by House, Reston, Virginia: NCTM
31 Nelson, R. B. (2000). Proofs without Words II: More exercises in visual thinking, Washington, DC: The Mathematical Association of America.
32 Krutetskii, V. A. (1976). The psychology of mathematical abilities in school childeren. Chicago: The university of Chicago Press.
33 Pendarvis E. D., Howley. A. A., & Howley, C. B. (1990). The abilities of gifted children. Englewood Cliffs, NJ: Prentice Hall.
34 Johnsen, S. K., & Johnson, K. (1986). Independent Study Program. WACO, TX: Profrock Press.
35 Kaplan, S. N., & Could, B. (2002). Independent Study. California: E2E.