• School Mathematics
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• v.15 no.2
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• pp.429-442
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• 2013

The purpose of this study was to examine the curricula for mathematically gifted focused on contents and graded sequences of those. Three cases of the curricula for the mathematically gifted including teachers' lesson plans and activity sheets for students were collected from gifted education institutes attached the Metropolitan Office of Education. By qualitative analysis, three cases are compared. The first, in a view of educational contents on mathematics, characteristics of the educational programs were investigated. The second, how these contents were arranged according to grades was inquired. On the basis of the results, further studies can be proposed as follows. First, there is a need to study the criteria for setting the educational contents and the sequences of education for the mathematically gifted connecting elementary mathematics education curricula. Second, it is necessary to form the networks in which can allow communication among teachers and researchers for the mathematically gifted.

• School Mathematics
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• v.10 no.4
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• pp.583-601
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• 2008

The creative productivity is regarded as an essential factor to perform the gifted education. While it is very important to cultivate and to expand a creative productivity through mathematically problem solving in gifted education, we have difficulties in actual education of the (mathematically) gifted, even are there few researches/studies which deal with teaching and guiding the creative problem solving in mathematically gifted education, it is hard to find a guideline that provides proper ways (or directions) of learning-instruction and evaluation of the mathematically gifted. Therefore in this study, the researcher would provide a learning-instruction model to expand a creative productivity. The learning-instruction model which makes the creative productivity expanded in mathematically gifted education is developed and named MG-CPS(Mathematically Gifted-Creative Problem Solving). Since it reflected characteristics of academic- mathematical creativity and higher thinking level of the mathematically gifted, this model is distinguished from general CPS. So this model is proper to provide a learning experience and instruction to the mathematically gifted.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.95-102
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• 2004

수학영재교육이 활성화되기 위해서는 학습자료, 특히 보충 ${\cdot}$ 심화 학습자료의 개발이 시급하다. 이 논문에서는 교육과정에 나타난 행렬의 위치를 파악하여, 문제해결력 신장에 도움이 되는, 행렬을 소재로 한몇 가지 예를 영재교육용 보충 ${\cdot}$ 심화 학습자료로 제시하였다.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.167-189
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• 2005

본고에서는 영재교육에서 실제 학습자료의 부족과 이산수학의 중요성이 부각되고 있는 최근의 동향을 감안하여, 초등학교 영재교육에 적용 가능한 이산수학 프로그램을 개발하고자 한다. 우선 프로그램의 개발에 선행하여 관련 이론에 대한 고찰을 하였으며 제 7차 초등학교 수학과 교육과정의 이산수학 관련 내용을 분석하석 교육과정의 내용을 심화 ${\cdot}$ 발전할 수 있는 방안에 초점을 두었다. 특히 이산수학과 관련된 기존의 수학학습 프로그램들은 대부분 순수 수학적 이론을 제시하고 그에 따른 문제를 풀어보는 형식으로 구성되어 있는데, 본고에서는 이산수학의 이론을 중심으로, 문제해결에서 알고리즘적으로 사고하는 능력을 키울 수 있도록 하는 것에 초점을 두어 프로그램을 개발하고자 한다. 즉, 프로그램 자체가 하나의 수학적 원리를 탐구해 가는 과정이 되는 것이다. 또한 이산수학이 수학적 문제해결 학습과 연관됨에 착안하여 프로그램은 Polya의 문제해결학습을 바탕으로 구성하고자 한다.

• School Mathematics
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• v.9 no.2
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• pp.241-257
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• 2007

The study aims to figure out how to improve existing examination tools to distinguish mathematically gifted children and to clarify procedures and criteria for selecting candidates. Toward this end, it examined correlations between grades of gifted children selected through evaluation by pen-and-pencil tests and their creative problem-solving capability and performance assessment, and analyzed learning activities of the gifted children. According to the analysis, results of pen-and-pencil tests turned out to have low correlations with their creative problem-solving capability and performance assessment, but it was found that their creative problem-solving capability has high correlations with results of performance assessment. The analysis also found that there were some students who participated in a program for gifted children with high marks but had difficulties in adapting themselves to it. It found that there were children who joined the program with low marks but emerged as successive performers later on. In this regard, the existing examination tools to tell the gifted students apart need to be used to the fullest extent, and other diversified tools to evaluate mathematical capabilities that include mathematical creativity need to be further studied and developed. Qualitative studies on affective development of the gifted students and their creative problem-solving processes need to be conducted.

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.11a
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• pp.165-166
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• 2003

2002년 3월부터 영재교육법 시행령이 적용됨에 따라 과학기술부에서는 교육인적자원부, 부산광역시 교육청과의 협약을 통하여 부산과학고등학교를 과학영재학교로 지정하였으며 2003년 3월 신입생 입학 이후 현재까지 운영되고 있다. 과학영재를 조기에 발굴하여 맞춤식 교육을 체계적으로 실천함으로써 지식기반 사회를 선도할 수 있는 창의적인 과학영재를 육성하려는 과학영재학교의 설립목적에 부합되도록 계획, 운영, 평가되기 위해서 현재 진행되고 있는 운영 전반에 대하여 점검 및 분석이 이루어질 필요가 있다. 이에 과학영재학교 운영상의 주요 측면인 교육과정 운영 분야에 대하여 그 실태와 학생 반응을 분석하는데 본 연구의 목적이 있다. 과학영재학교의 교육과정 기본 방침은 과학 분야에 대한 깊은 이해와 논리적, 비판적, 창의적 사고력과 태도를 통하여 지식을 창출하는 자기 주도적 탐구자의 양성을 전제로 하고 있으며 교육과정 편제는 교과, 자율연구, 위탁교육 및 특별활동으로 구성되어있다. 교과에는 국어, 사회, 외국어, 예체능을 포함하는 보통교과와 수학, 과학, 정보과학을 포함하는 전공교과가 있다(과학영재학교 교수요목안내서, 2003). 본 연구에서 교육과정 편제, R&E, 교수학습 및 평가의 하위 영역별로 그 실태와 각 영역별 학생 설문 결과를 분석한 결과는 다음과 같다. 첫째, 영재학교 교육과정 편제 및 운영에 대한 학생들의 인식을 조사한 결과, 심화 선택과목의 학점 비중을 더 높여야한다는 의견과 보통교과의 학점을 줄이고 전공교과의 학점을 늘려야 한다는 의견이 상대적으로 높게 나타났다. 이러한 결과는 대상 학생들이 과학영재학교 선발과정에서 수학, 과학 각 분야별 우수자로 선발된 경우가 많아 학생 개인적으로 자신감을 가지는 과목만 집중적으로 학습하고자 하는 의도의 반영으로 볼 수 있다. 이와 관련하여 영재교육과정의 운영지침(이상천, 2002)에 의하면, 대학 수준의 내용을 그대로 도입하는 속진보다 창의성과 사고력 계발에 보다 충실할 수 있도록 내용의 폭을 넓히고 접근방법을 달리하는 심화 중심으로 교육과정을 구성하고 운영한다고 하였다. 그러나 현재 개발된 교육과정 편성과 운영은 창의성 교육의 구현보다는 압축형 속진 교육과정의 특성이 강하여, 이와 같은 운영지침을 실현하기 어려운 것이 현실이므로 교육과정 편제의 개선이나 운영지침에 적합한 교육내용의 개발이 시급히 이루어져야 할 것이다. 둘째, R&E(Research ＆ Education)는‘연구를 통한 교육’,‘교육을 통한 연구’를 의미하며 과학영재교육과정의 가장 큰 특징이라 할 수 있는 자율연구와 위탁교육을 위한 프로그램이다.

• Education of Primary School Mathematics
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• v.18 no.3
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• pp.175-190
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• 2015

This study investigated the effect of team project activity for game making on the elementary mathematically gifted students' community care and organizational management capacity. 7 mathematically gifted students of 4th grade are selected and participated. After 15 hours activities during 2 months of team project on game making, their community care and organizational management capacity were improved. This results suggested that leadership education is possible in mathematics curriculum for mathematics gifted students.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.185-205
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• 2011

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.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.283-309
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• 2016

The purpose of this study is to investigate gifted students in elementary mathematics how they understand of situations involving multiplication and concepts of multiplication. For this purpose, first, this study analyzed the teacher's guidebooks about introducing the concept of multiplication in elementary school. Second, we analyzed multiplication problems that gifted students posed. Third, we interviewed gifted students to research how they understand the concepts of multiplication. The result of this study can be summarized as follows: First, the concept of multiplication was introduced by repeated addition and times idea in elementary school. Since the 2007 revised curriculum, it was introduced based on times idea. Second, gifted students mainly posed situations of repeated addition. Also many gifted students understand the multiplication as only repeated addition and have poor understanding about times idea and pairs set.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.257-276
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• 2023

Mathematical modeling can be described as a series of processes in which real-world problem situations are understood, interpreted using mathematical methods, and solved based on mathematical models. The effectiveness of mathematics instruction using mathematical modeling has been demonstrated through prior research. This study aims to explore insights for mathematical modeling instruction by analyzing the metacognitive characteristics shown in the mathematical modeling cycle, according to the mathematical thinking styles of elementary math gifted students. To achieve this, a mathematical thinking style assessment was conducted with 39 elementary math gifted students from University-affiliated Science Gifted Education Center, and based on the assessment results, they were classified into visual, analytical, and mixed groups. The metacognition manifested during the process of mathematical modeling for each group was analyzed. The analysis results revealed that metacognitive elements varied depending on the phases of modeling cycle and their mathematical thinking styles. Based on these findings, didactical implications for mathematical modeling instruction were derived.