• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.565-584
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• 2009

This study is aimed at providing the theoretical framework of characteristics of mathematical thinking processes and structuring the thinking process patterns of the mathematical gifted students through the analysis of their cognitive thinking processes. For this purpose, this study is trying to analyze characteristics of mathematical thinking processes of the mathematical gifted students in an objective and a systematic way, by using think-aloud method. For comparative study, the analysis framework with the use of the thinking characteristic code as a content-oriented method and the problem-solving processes code as a process-oriented method was developed, and the differences of thinking characteristics between the two groups chosen by the coding system which represented the subjects' thinking processes in the form of the language protocol through thinking-aloud method were compared and analyzed.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.545-562
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• 2009

This study is trying to analyze characteristics of mathematical thinking processes of the mathematical gifted students in an objective and a systematic way, by using "Protocol Analysis Method"and "Problem Behavior Graph" which is suggested by Newell and Simon as a qualitative analysis. In this study, four middle school students with high achievement in math were selected as subjects-two students for mathematical gifted group and the other two for control group also with high scores in math. The thinking characteristics of the four subjects, shown in the course of solving problems, were elicited, analyzed and compared, through the use of the creative test questionnaires which were supposed to clearly reveal the characteristics of mathematical gifted students' thinking processes. The results showed that there were several differences between the two groups-the mathematical gifted student group and their control group in their mathematical talents. From these case studies, we could say that it is significant to find out the characteristics of mathematical thinking processes of the mathematical gifted students in a more scientific way, in the sense that this result can be very useful to provide them with the chances to get more proper education by making clear the nature of thinking processes of the mathematical gifted students.

• Journal of the Korean earth science society
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• v.43 no.6
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• pp.762-776
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• 2022

The purpose of this study was to determined the conceptual structure used by earth science teachers to classify metamorphic rocks as well as the criteria applied in the process of classifying metamorphic rocks. To this end, the researchers collected verbal data uttered in the process of classifying metamorphic rock using think-aloud from 21 earth science teachers in middle and high schools in Jeollabuk-do, Republic of Korea. The collected verbal data were analyzed using the semantic network analysis method, and the following results were obtained. First, in the process of classifying metamorphic rocks, earth science teachers classified them based on characteristics such as color, compositional minerals, and particle size, which can be generally observed in rocks, and foliation that appears in metamorphic rocks. Second, earth science teachers recognize the classification criteria for metamorphic rocks and focus on metamorphism such as contact metamorphism or regional metamorphism. However, there were cases where rocks were mistakenly classified through incorrect identification. Therefore, it is necessary to provide sufficient observational information about, and experience of, metamorphic rocks to enable earth science teachers to recognize and relate to the scientific process of identifying metamorphic rocks through the phenomena observed.