• Title/Summary/Keyword: 수학적 창의성

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Meta-analysis of the Effects of Gifted-mathematics programs on Creativity Improvement (수학영재프로그램이 창의성 향상에 미치는 효과 메타분석)

  • Cho, Yun-Hee;Ko, Ho kyoung
    • Journal of Science Education
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    • v.41 no.3
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    • pp.499-518
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    • 2017
  • In this study, the meta-analysis technique was applied to investigate the effectiveness of gifted-mathematics programs on development of creativity. Studies conducted the outcomes form the 20 studies were used for meta-analysis. Research questions are as follows; first, what is the overall effect size of the gifted mathematics programs on development of mathematical creativity. Second, what are effect sizes of sub-group(fluency, flexibility, originality) analysis. Third, compare the effect sizes of those in compliance with the grade and the class type. Results from data analysis are as follows. First, the overall effect size for studies related the gifted-mathematical programs was .66, which is high. Second, it was found that each sub-group differed from its effect on learning outcomes. Fluency(.76) was the highest of all, which was followed by flexibility(.60) and originality(.50) in a row. Lastly, the overall effect size for gifted elementary school students related the gifted-mathematical programs was .69, which is high than gifted middle school students was .46.

A study on the concept of mathematical creativity in the mathematically gifted aspect (창의적 생산력 신장의 교육목표 이해를 위한 수학영재의 수학적 창의성 개념 탐색)

  • Lee, Chong-Hee;Kim, Ki-Yoen
    • The Mathematical Education
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    • v.46 no.4
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    • pp.445-464
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    • 2007
  • On considering the mathematical creativity of the gifted in mathematics, some points should be reflected such as the characteristics of leaners, the gifted and of domain-special facts in mathematics. And the clear view of mathematical creativity of the gifted in mathematics makes a way to define the meanings of creative-productive ability and of creative products. Therefore to explicate the concept of mathematical creativity of the gifted in mathematics, researcher reviewed literacies of the concept of creativity in general fields, classical mathematicians, and school mathematics. In conclusion, first, mathematical creativity of the gifted in mathematics should be considered on the aspects of subject-mathematics, object-the gifted, and performing-gifted education. Second, it contains advanced problem solving matters on the school mathematics curriculum but reflect the process of recovery and reinvent and it is suggested in [fig.1] and [fig.2].

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A Study of mathematically gifted elementary students' creativity on dimension based geometry exploring program (차원을 주제로 한 기하탐구프로그램을 통한 초등수학영재학생들의 창의성)

  • Choi, Sung Taek;Lee, Kwang-Ho
    • Education of Primary School Mathematics
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    • v.18 no.1
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    • pp.17-30
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    • 2015
  • The purpose of this study is to identify how developed program influence students' creativity by analyzing creative thinking and creative attitude which is appeared when mathematically gifted students get the program expected to improve their creativity. For the study, the 'dimension based geometry exploring program' was developed that consist of twelve lessons. The main idea of it, is implication of the novel . Through a pre and post-test, students's creativity were measured and compared. The results show significant changes on the scores of creative thinking skills and creative attitudes. As the result, mathematically gifted students' creative thinking skills and creative attitudes were improved by applying the of dimension based geometry exploring program.

Implementations of Mentorship Program Model for the Academic Creativities of Mathematics (수학 학문적 창의성 신장을 위한 멘토십 프로그램 모형 개발)

  • Bang, Seung-Jin;Choi, Jung-Oh
    • Journal of Gifted/Talented Education
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    • v.20 no.1
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    • pp.205-229
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    • 2010
  • The R&E(Research and Education) programs in Mathematics, which have the objects to give students mathematically creative experiences and enlarge creativities of the study of mathematics, could not give the experiences as creative researchers because of the following reasons: The students did not participate in the process of choosing the subjects, the evaluation of individual students actually did not existed, and the publications of mathematics papers have been excluded. In this paper, we study on the issues and some suggestions related to these R&E programs to obtain new R&E Model that gives a mathematically creative experience and enlarges creativities of the study of mathematics.

중학교 학생들의 창의적 성향 활성화를 위한 수학 학습 자료 개발에 관한 연구

  • Sin, Hyeon-Yong;Han, In-Gi
    • Communications of Mathematical Education
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    • v.12
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    • pp.171-183
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    • 2001
  • 본 연구는 2000년도 교육부 학술 연구 조성비 지원에 의하여 1년간 연구되었으며, 본 연구에서는 창의성에 대한 국내외 문헌 연구, 창의적 성향의 활성화를 위한 방안 모색, 중학교 학생을 위한 창의적 성향 활성화를 위한 교수-학습 자료 개발 등이 이루어졌다. 특히, 본 연구에서는 중학교 일반 학생들을 대상으로 창의적 성향의 활성화를 위한 퍼즐 학습 자료와 수학 교과 내용에 대한 다양한 접근 방법들이 모색되었다.

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On Perspectives in Mathematical Creativity (수학적 창의성에 대한 관점 연구)

  • Kim, Boo-Yoon;Lee, Ji-Sung
    • The Mathematical Education
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    • v.46 no.3
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    • pp.293-302
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    • 2007
  • In this paper, we review definition and concept of mathematical creativity. A couple of criteria have established for perspectives in mathematical creativity, The first is specific domain(mathematics) vs general domain(creativity) and the second is process(thinking process) vs outcome(divergent production). By these criteria, four perspectives have constructed : mathematics-thinking process approach(McTd), mathematics-divergent production approach(MctD), creativity-thinking process approach(mCTd), creativity-divergent production approach(mCtD). When mathematical creativity is researched by the specific reason and particular focus, an appropriate approach can be chosen in four perspectives.

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A Case Study of Creativity Development Using Simpson's Paradox for Mathematically Gifted Students (Simpson의 패러독스를 활용한 영재교육에서 창의성 발현 사례 분석)

  • Lee, Jung-Yeon;Lee, Kyeong-Hwa
    • Journal of Educational Research in Mathematics
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    • v.20 no.3
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    • pp.203-219
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    • 2010
  • Several studies have reported on how and what mathematically gifted students develop superior ability or creativity in geometry and algebra. However, there are lack of studies in probability area, though there are a few trials of probability education for mathematically gifted students. Moreover, less attention has paid to the strategies to develop gifted students' creativity. This study has drawn three teaching strategies for creativity development based on literature review embedding: cognitive conflict, multiple representations, and social interaction. We designed a series of tasks via reconstructing, so called Simpson's paradox to meet these strategies. The findings showed that the gifted students made Quite a bit of improvement in creativity while participating in reflective thinking and active discussion, doing internal and external connection, translating representations, and investigating basic assumption.

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The Effects of 4D-Frame Teaching upon Mathematically Gifted Elementary Students' Mathematical Creativity and Spatial Sense (4D 프레임 활용 학습이 초등 수학영재학생의 공간감각 및 수학적 창의성에 미치는 영향)

  • Lee, Ju Yong;Choi, Jae Ho
    • Education of Primary School Mathematics
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    • v.16 no.1
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    • pp.1-20
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    • 2013
  • The aim of this study was to develop a gifted educational program in math-gifted class in elementary school using recently developed 4D-frame. This study identified how this program impacted on spatial sense and mathematical creativity for mathematically gifted students. The investigation attempted to contribute to the developments for the gifted educational program. To achieve the aim, the study analysed the 5 and 6th graders' figure learning contents from a revised version of the 2007 national curriculum. According to this analysis, twelve learning sections were developed on the basis of 4D-frame in the math-gifted educational program. The results of the study is as follows. First, a learning program using 4D-frame for spatial sense from mathematically gifted elementary school students was statistically significant. A sub-factor of spatial visualization called mental rotation and sub-factors of spatial orientations such as sense of distance and sense of spatial perception were statistically significant. Second, the learning program that uses 4D-frame for mathematical creativity was statistically significant. The sub-factors of mathematical creativity such as fluency, flexibility and originality were all statistically significant. Third, the manipulation properties of 4D-frame helped to understand the characteristics of various solid figures. Through the math discussions in the class, participants' error correction was promoted. The advantage of 4D-frame including easier manipulation helped participants' originality for their own sculpture. In summary, this found that the learning program using 4D-frame attributed to improve the spatial sense and mathematical creativity for mathematically gifted students in elementary school. These results indicated that the writers' learning program will help to develop the programs for the gifted education program in the future.

The Effects of Inquiry Oriented Instruction on the Learning of A rea Formulas (수학적 탐구학습이 넓이공식의 학습에 미치는 효과)

  • Park, Sung-Sun
    • Education of Primary School Mathematics
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    • v.14 no.1
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    • pp.43-55
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    • 2011
  • The purpose of this study was to investigate the effects of inquiry oriented instruction on the learning of area formulas. For this purpose, current elementary mathematics textbook(2007 revised version) which deal with area formulas was reviewed and then the experimental research on inquiry oriented instruction in area formulas was conducted. The results of this study as follow; First, there was no significant effect of inquiry oriented instruction on the mathematical achievement in area formula problems. Second, there was no significant effect on the memorization of area formulas. Third, there was significant effect on the generalization of area formulas. Forth, there was significant effect on the methods of generalization of area formulas. Fifth, through inquiry activities, the students can learn mathematical ideas and develop creative mathematical ideas. Finally, implications for teaching area formulas through inquiry activity was discussed. We have to introduce new area formula through prior area formulas which had been studied, and make the students inquire the connection between each area formulas.

Intellectual, Emotional, and Creative Characteristics of Mathematically Gifted Students (수학영재학생들의 인지적, 정의적, 창의적 특성 분석)

  • Choi Younggi;Do Jonghoon
    • School Mathematics
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    • v.6 no.4
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    • pp.361-372
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    • 2004
  • This study is designed to investigate intellectual, emotional, and creative characteristics of mathematically gifted students. In this paper, we analyze their proof examples, responses to questionnaire on mathematical aptitude and social coping, and scores for Torrance creativity test(figure) in comparison with scientific gifted and general students.

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