• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.947-963
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• 2013

This study investigated the difference of mathematical beliefs between common children and the gifted children, and then the effect of current mathematics gifted education on gifted children's mathematical belief. Gifted children from institution for gifted education and school based gifted classroom, and common children from regular classroom from S-city office of education in Gyenggi province were studied for this study. The results of this study was as follows. First, there was positive correlation between mathematics performance and mathematical belief. Second, common children and gifted children had significant difference in the degree of mathematical belief. And also, mathematically gifted students had much stronger and positive mathematical belief than common students before starting gifted education program. Third, there was no significant difference in common children and gifted children on the mathematical belief after they receive gifted education, but there were negative changes in gifted children from institution for gifted education on the mathematical belief after receiving gifted education.

• Communications of Mathematical Education
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• v.19 no.3 s.23
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• pp.543-556
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• 2005

우리 주변에는 수학영재 교육 대상자로 선발되어 영재교육을 받지 않는 학생 중에는 수학적으로 유망한 학생들이 많이 있으며, 이들에게 적절한 프로그램을 제공한다면 수학적 재능을 발휘할 수 있을 것이다. 본고에서는 수학적으로 유망성이 있는 학생들을 위한 프로그램 구성 및 운영 모델의 하나로 개방형 접근법(Open-approach heuristic)모델에 따른 구체적인 지도 방안과 프로그램에 대해서 살펴보고자 한다.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.469-481
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• 2011

The purpose of this study was to find the recognition and opinions of gifted students, as well as their parents and teachers, on applying the artistic components to current educational programs for high ability students, gifted in mathematics and/or sciences. Questionnaires were distributed to 84 gifted students, 59 parents, and 23 teachers in elementary schools in Seoul Metropolitan area. Findings of this study include: (a) More than 1/4 of gifted students in mathematics or sciences reported that they are talented in both math/science and arts, (b) most of students, parents, and teachers believe that arts education is useful for cultivating academic talents of gifted students, (c) gifted students and their parents prefer 'Science and Arts School for the Gifted' to 'Science School for the Gifted', if both options are available.

• Communications of Mathematical Education
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• v.21 no.1 s.29
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• pp.107-124
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• 2007

This study, at this point where a national attention is being focused on the special education for brilliant children after the enactment of the law regarding the promotion of the special education for brilliant children and the establishments of various policies on the education of excellence, investigated and analyzed the perceptions of students who are participating in the program for elementary school brilliant children on mathematics. First, the understanding of the area of the definition of brilliant students by the teachers with the institutions for the special education for brilliant children that use the program for elementary school brilliant children on mathematics should be increased. Second, the professionality of the teachers should be secured for an efficient operation of the program for elementary school brilliant children on mathematics. Third, the students who participated in the special education lot brilliant children tended to be self-initiative in participating in the program but the self-initiative aspect was insufficient in the lessons. Fourth, the students who are participating in the special education for brilliant children have positive opinions on the contents and methods of the lessons. Fifth, as for the materials for brilliant children's learning supplied to the program for elementary school brilliant children on mathematics, the brilliant students perceive them as the teaching materials for brilliant children. In this thesis, the program for special education for brilliant children was assessed and analyzed through the questionnaires to the teachers and students participating in the program. More abundant brilliant children programs should be developed so that the programs suitable the brilliant students can be provided to the students and the studies to improve the programs with regards to the effectiveness etc should be continually done from now on.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.523-539
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• 2013

The object of this study is to compare and analyze mathematically gifted and non-gifted elementary students in the family system and career attitude maturity, understand the characteristics of the former, and provide assistance for career education for both groups. The subjects include 145 mathematically gifted elementary students (73 fifth graders, 72 sixth graders) and 167 non-gifted students (78 fifth graders, 89 sixth graders) in G educational agencies. Materials for the experiment include amended family system test and career attitude maturity test. While t-test was conducted to solve the first research question, Pearson's correlation analysis was performed to solve the other one. The research findings were as follows: First, mathematically gifted elementary students, compared to non-gifted students, turned out to have higher rates of the family system and career attitude maturity rate and showed statistically meaningful positive relationship. Second, the lower components of the family system and career attitude maturity, there seems to be no relationship between family-flexibility and finality. However, among other components, there was a level of significance at 5% which shows statistically meaningful positive relationship. In summary, this found that the family system is able to have an effect on the career attitude maturity for both mathematically gifted elementary students and non-gifted students. Hence, it need to be considered the components of family system when the teacher guides mathematically gifted elementary students and non-gifted students associated with their career.

• 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.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.147-158
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• 2012

In this paper we introduced the reflection cluster problems. They are not well known in Korea education field. We used two reflection cluster problems and analysed the responses of the gifted students. Finally, we asked how they felt about reflection cluster problems. The results of this paper will help to make new assessment items and develop new programs for the gifted education.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.419-443
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• 2018

The purpose of this study was to analyze the problem solving strategies of ordinary students, gifted students, pre-service teachers, and in-service teachers with the 'chicken and pig problem,' which has multiple strategies to obtain the solution. For this study, 98 students in the 6th grade elementary schools, 96 gifted students in a gifted institution, 72 pre-service teachers, and 60 in-service teachers were selected. The researcher presented the "chicken and pig" problem and requested them the solution strategies as many as possible for 30 minutes in a free atmosphere. As a result of the study, the gifted students used relatively various and efficient strategies compared to the ordinary students, and there was a difference in the most used strategies among the groups. In addition, the percentage of respondents who suggested four or more strategies was 1% for the ordinary students, 54% for the gifted students, 42% for the pre-service teachers, and 43% for the in-service teachers. As suggestions, the researcher asserted that various kinds of high-quality mathematical problems and solving experiences should be provided to students and teachers and have students develop multi-strategy problems. As a follow-up study, the researcher suggested that multi-strategy mathematical problems should be applied to classroom teaching in a collaborative learning environment and reflected them in teacher training program.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.341-354
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• 2009

The purpose of this study is to show the Fractals activities for mathematically gifted students, and to analyze the constructions on Fractals of the mathematically gifted. The subjects of this study were 5 mathematically gifted students in the Gifted Education Institut and also 6th graders at elementary schools. These activities on Fractals focused on constructing Fractals with the students' rules and were performed three ways; Fractal cards, colouring rules, Fractal curves. Analysis of collected data revealed in as follows: First, the constructions on Fractals transformed the ratios of lines and were changed using oblique lines or curves. Second, to make colouring rules on Fractals, students presented the sensitivities of initial and fractal dimensions on Fractals. In conclusion, this study suggested the importance of communication and mathematical approaches in the mathematics classrooms for the mathematically gifted.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.61-73
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• 2006

Studying functions is the fundamental that makes people understand complicate social events by using mathematical symbol system. But there are not enough program design and Teaching-learning strategy for mathematical-gifted student. So this research aim to design education program and teaching-learning strategy in functions area for mathematical-gifted student. 1 use real life-related problems to make students develop their problem-solving skill. And in this research I encourage students to study functions by grouping, discussion and presentation for self-directed teaming.