• Title/Summary/Keyword: 수학영재교육과정

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Analysis of Problem-Solving Protocol of Mathematical Gifted Children from Cognitive Linguistic and Meta-affect Viewpoint (인지언어 및 메타정의의 관점에서 수학 영재아의 문제해결 프로토콜 분석)

  • Do, Joowon;Paik, Suckyoon
    • Education of Primary School Mathematics
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    • v.22 no.4
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    • pp.223-237
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    • 2019
  • There is a close interaction between the linguistic-syntactic representation system and the affective representation system that appear in the mathematical process. On the other hand, since the mathematical conceptual system is fundamentally metaphoric, the analysis of the mathematical concept structure through linguistic representation can help to identify the source of cognitive and affective obstacles that interfere with mathematics learning. In this study, we analyzed the problem-solving protocols of mathematical gifted children from the perspective of cognitive language and meta-affect to identify the relationship between the functional characteristics of the text and metaphor they use and the functional characteristics of meta-affect. As a result, the behavior of the cognitive and affective characteristics of mathematically gifted children differed according to the success of problem solving. In the case of unsuccessful problem-solving, the use of metaphor as an internal representation system was relatively more frequent than in the successful case. In addition, while the cognitive linguistic aspects of metaphors play an important role in problem-solving, meta-affective attributes are closely related to the external representation of metaphors.

A Study on Investigating and Analyzing the Mathematical Problems Posed by the Mathematically Gifted 5th Grade Students in Elementary School (초등 5학년 수학영재 학생이 만든 수학문제에 관한 조사.분석)

  • Lim, Mun-Kyu
    • School Mathematics
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    • v.15 no.4
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    • pp.701-721
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    • 2013
  • In this study, I set the 5th grade children mathematically gifted in elementary school to pose freely the creative and difficult mathematical problems by using their knowledges and experiences they have learned till now. I wanted to find out that the math brains in elementary school 5th grade could posed mathematical problems to a certain levels and by the various and divergent thinking activities. Analyzing the mathematical problems of the mathematically gifted 5th grade children posed, I found out the math brains in 5th grade can create various and refined problems mathematically and also they did effort to make the mathematically good problems for various regions in curriculum. As these results, I could conclude that they have had the various and divergent thinking activities in posing those problems. It is a large goal for the children to bring up the creativities by the learning mathematics in the 2009 refined elementary mathematics curriculum. I emphasize that it is very important to learn and teach the mathematical problem posing to rear the various and divergent thinking powers in the school mathematics.

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Mathematically Gifted Students' Problem Solving Approaches on Conditional Probability (수학 영재 학생들의 조건부 확률 문제해결 방법)

  • Na, Gwi-Soo;Lee, Kyung-Hwa;Han, Dae-Hee;Song, Sang-Hun
    • School Mathematics
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    • v.9 no.3
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    • pp.397-408
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    • 2007
  • This research intends to look into how mathematically gifted 6th graders (age12) who have not learned conditional probability before solve conditional probability problems. In this research, 9 conditional probability problems were given to 3 gifted students, and their problem solving approaches were analysed through the observation of their problem solving processes and interviews. The approaches the gifted students made in solving conditional probability problems were categorized, and characteristics revealed in their approaches were analysed. As a result of this research, the gifted students' problem solving approaches were classified into three categories and it was confirmed that their approaches depend on the context included in the problem.

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Development of Convergence Education Program for Elementary School Gifted Education Based on Mathematics and Science (초등학교 영재교육을 위한 수학·과학 중심의 융합교육 프로그램 개발)

  • Ryu, Sung-Rim;Lee, Jong-Hak;Yoon, Ma-Byong;Kim, Hak-Sung
    • Journal of the Korea Convergence Society
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    • v.9 no.10
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    • pp.217-228
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    • 2018
  • The purpose of this study is to develop STEAM program for gifted education by combining educational contents of humanities, arts, engineering, technology, and design into various subjects, focusing on mathematics-science curriculum of elementary school. The achievement standards and curriculum contents of elementary mathematics-science curriculum were analyzed while considering 2015 revised national curriculum. And then, a 16 class-hour convergence education program consisting of 3-hour block time was developed by applying the STEAM model with 4 steps. The validity of the program developed through this process was verified, and four educational experts evaluate whether the program can be applied to the elementary school. Based on the evaluation results, the convergence education program was finalized. As a result of implementing the gifted education program for mathematics-science, students achieved the objectives and values of convergence education such as creative design, self-directed participation, cooperative learning, and interest in class activities (game, making). If this convergence education program is applied to regular class, creative experiential class, or class for gifted children, students can promote their scientific creativity, artistic sensitivity, design sence, and so on.

A Study on Perceptions of Scientifically Gifted Middle School Students about Engineering Design Process (중학교 과학 영재들의 공학 설계 과정에 대한 인식 조사 연구)

  • Song, Shin-Cheol;Han, Hwa-Jung;Shim, Kew-Cheol
    • Journal of The Korean Association For Science Education
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    • v.37 no.5
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    • pp.835-846
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    • 2017
  • The purpose of this study is to investigate the perceptions of scientifically gifted middle school students about their engineering design process according to gender and talent division. The instrument in surveying their perceptions about the engineering design process consists of 24 items (Likert 5 point type) five domains: problem definition, information collection and utilization, idea generation, inquiry performance, and teamwork (communication, cooperation, leadership). A total of 102 scientifically gifted students participated in the survey, according to gender (69 males and 33 females) and talent divisions (physics, biological sciences, software, mathematics, space-geological sciences, and chemistry). They had a high level of awareness of their engineering design ability. It is necessary to develop a customized gifted-education program so that their talent in their field of interest can be fully displayed according to the gender and talent division. In addition, the teaching and learning methods and strategies of the engineering design program for the scientifically gifted middle school students should be established to fully reflect the practical needs of the talented.

Characteristics of Algebraic Thinking and its Errors by Mathematically Gifted Students (수학영재의 대수적 사고의 특징과 오류 유형)

  • Kim, Kyung Eun;Seo, Hae Ae;Kim, Dong Hwa
    • Journal of Gifted/Talented Education
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    • v.26 no.1
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    • pp.211-230
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    • 2016
  • The study aimed to investigate the characteristics of algebraic thinking of the mathematically gifted students and search for how to teach algebraic thinking. Research subjects in this study included 93 students who applied for a science gifted education center affiliated with a university in 2015 and previously experienced gifted education. Students' responses on an algebraic item of a creative thinking test in mathematics, which was given as screening process for admission were collected as data. A framework of algebraic thinking factors were extracted from literature review and utilized for data analysis. It was found that students showed difficulty in quantitative reasoning between two quantities and tendency to find solutions regarding equations as problem solving tools. In this process, students tended to concentrate variables on unknown place holders and to had difficulty understanding various meanings of variables. Some of students generated errors about algebraic concepts. In conclusions, it is recommended that functional thinking including such as generalizing and reasoning the relation among changing quantities is extended, procedural as well as structural aspects of algebraic expressions are emphasized, various situations to learn variables are given, and activities constructing variables on their own are strengthened for improving gifted students' learning and teaching algebra.

20년 후 자화상 분석을 통한 과학 영재의 미래 직업에 대한 연구

  • 심규철;박상태;박종석;변두원;김여상
    • Proceedings of the Korean Society for the Gifted Conference
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    • 2003.05a
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    • pp.159-160
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    • 2003
  • 본 연구는 과학 영재들이 생각하는 "0년 후의 자화상"분석을 통해 그들이 바라는 미래 직업 또는 희망, 그 이유, 그리고 그에 대한 확신 등을 조사하고자 하였으며, K대학교 과학영재교육원 중등기초과정 수학, 물리, 화학, 생물, 지구, 정보 등 6개 분야 입학생 86명(남 56명, 여 30명)을 연구 대상으로 하였다. 분석 내용은 과학 영재들에게 20년 후의 자신의 모습을 자유 서술 방식으로 기술하도록 하였다. 과학 영재들이 자신의 미래의 꿈의 실현이나 직업에 대한 확신 또는 자신감을 갖고 있는 비율은 전체의 74% 수준이었으며, 남자 영재가 62%로 여자 영재의 88%보다 낮은 것으로 조사되었다(Pearson $X^2$=4.405, p<0.05). 또한, 과학 영재들의 미래의 희망 직업에 대한 조사에서는 자신이 속한 과학 영재분야와 관련된 직업은 29.2% 정도에 지나지 않았으며, 의사나 한의사 등 의학 계통에 종사하고자 하는 비율이 32.6%로 가장 많은 것으로 조사되었다. 이외에도 사업 경영, 교사, 법조인 및 정치인, 외교관 등 다양한 직업에 대한 희망을 갖고 있는 것으로 나타났다. 이러한 경향은 성별과 상관없이 동일한 것으로 조사되었다(Pearson $X^2$=9.570, p>0.05). 과학 영재들이 미래 직업으로 관련 과학분야에 대해 응답한 것을 수학, 물리, 화학, 생물, 지구, 정보 등 과학영재 분야별로 비교하여 보면, 수학 영재들이 54,5%로 가장 높았으며, 다음으로는 화학 분야 40% 정도를 차지하는 것으로 나타났다. 반면에, 과학 영재들이 가장 선호하였던 의학 분야에 대해서는 지구과학 영재들이 61.5%로 가장 높았으며 다음으로는 물리 영재들이 38. 9%를 차지한 것으로 조사되었다. 미래의 자신의 직업을 선택한 이유는 첫 번째가 사회 봉사와 국가 발전에 기여하기 위한 것이었으며, 다음으로는 생활의 안정을 꼽고 있었다. 이외에도 과학적 업적 달성을 위해, 자신의 꿈(이상) 실현을 위해 등의 이유를 들고 있었다. 이러한 경향은 남자 영재와 여자 영재들간에 다소 차이는 있었으나 거의 유사한 것으로 조사되었다(Pearson $X^2$=2.186, p>0.05). 우수한 능력을 소유한 영재들이 과학관련 분야를 선호하지 않는다면 우리나라의 과학 발전은 그리 낙관할 수 없을 것이다. 그러므로, 영재들을 과학 관련 분야로 이끌어 그들이 소유한 영재성을 발휘하도록 하는 것은 매우 중요한 일일 것이다. 이룰 위해서는 과학 영재들이 자신의 능력에 대한 자신감을 더욱 높여야 하며 그 능력을 과학관련 분야에 발휘하도록 하기 위한 국가적, 사회적, 교육적 노력이 필요하다. 노력이 필요하다.

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Analysis of the Algebraic Generalization on the Mathematically Gifted Elementary School Students' Process of Solving a Line Peg Puzzle (초등수학영재들이 페그퍼즐 과제에서 보여주는 대수적 일반화 과정 분석)

  • Song, Sang-Hun;Yim, Jae-Hoon;Chong, Yeong-Ok;Kwon, Seok-Il;Kim, Ji-Won
    • Journal of Educational Research in Mathematics
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    • v.17 no.2
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    • pp.163-177
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    • 2007
  • Studies on mathematically gifted students have been conducted following Krutetskii. There still exists a necessity for a more detailed research on how these students' mathematical competence is actually displayed during the problem solving process. In this study, it was attempted to analyse the algebraic thinking process in the problem solving a peg puzzle in which 4 mathematically gifted students, who belong to the upper 0.01% group in their grade of elementary school in Korea. They solved and generalized the straight line peg puzzle. Mathematically gifted elementary school students had the tendency to find a general structure using generic examples rather than find inductive rules. They did not have difficulty in expressing their thoughts in letter expressions and in expressing their answers in written language; and though they could estimate general patterns while performing generalization of two factors, it was revealed that not all of them can solve the general formula of two factors. In addition, in the process of discovering a general pattern, it was confirmed that they prefer using diagrams to manipulating concrete objects or using tables. But as to whether or not they verify their generalization results using generalized concrete cases, individual difference was found. From this fact it was confirmed that repeated experiments, on the relationship between a child's generalization ability and his/her behavioral pattern that verifies his/her generalization result through application to a concrete case, are necessary.

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A Study on the Development of the Selective Test Item for the Gifted of Elementary Information Science (초등정보과학영재 선발을 위한 평가문항의 개발에 관한 연구)

  • Lee, Jae-Ho;Lee, Jae-Su
    • Journal of Gifted/Talented Education
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    • v.16 no.1
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    • pp.81-100
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    • 2006
  • In this paper, it conducted the following works to develop the selective test for the gifted of information science in elementary schools. First, it presented the discrete mathematical thinking as an essential competence of elementary information science gifted, through theoretical research with many expert's studies, in order to investigate the definition and characteristics of information science gifted. Second, it developed a test to measure the discrete mathematical thinking, according to the results of analysis of discrete mathematical elements, appeared in the 7th national mathematics curriculum, in order to extract the characteristics of selective test for elementary information science gifted. Third, regarding the verification of items in a newly developed test, it adjusted the difficulty and discrimination by conducting 2 sessions of preliminary test, and then finally confirmed that the standards of items in the test, by testifying sufficient level of validity after the application to a main experiment.

A Study on the Development of a Test for the Identification Gifted Children, based on the Characters of the Creativity and the Information Science (창의성 및 정보과학적 특성을 기반으로 한 정보영재 판별도구 개발연구)

  • Shin, Seung-Yong;Shin, Soo-Bum;Bae, Young-Kwon;Lee, Tae-Wuk
    • The Journal of Korean Association of Computer Education
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    • v.7 no.4
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    • pp.7-14
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    • 2004
  • Since the science of information is appearing no less important than mathematics and natural science as our society is rapidly becoming information-oriented, the necessity to distinguish prodigies of this field and to educate them as early as possible is also being emphasized. Unfortunately, however, the pertinent study is still in its beginning stage. In this study, I have reviewed the character, definition and method to distinguish prodigies and the procedure of developing a test, as well as researching and analyzing the proper process of distinguishing prodigies, through theoretical contemplation on the method of distinguishing the gifted children. Also, I have characterized and defined the information prodigies after clarifying the character of 'Discrete Mathematics' which becomes the basis of the science of information, paving the way to make a test method that can distinguish those information prodigies. As a result of our applying the system by using the distinction test, it turned out that the distinction test was pretty reliable. Accordingly, it can be utilized as a significant distinction test for information prodigies in the forthcoming future.

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