• Journal of the Korean Society for Library and Information Science
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• v.51 no.2
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• pp.5-22
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• 2017

The purpose of this study is to analyze the teaching and learning strategies included in the inquiry tasks of elementary moral textbooks with multiple intelligences (M.I), and to propose educational information services of teacher librarians. It was found that the tasks were mainly designed by the linguistic intelligence, logical & mathematical intelligence and spatial intelligence. In terms of the information literacy process, linguistic intelligence and spatial intelligence are mainly applied to the analysis-understanding stage. Logical & mathematical intelligence is applied to the stage of comprehensive-application and linguistic intelligence is applied to expression-delivery step. In order to cultivate the insufficient M.I in inquiry activities, teacher librarians should improve room and teaching materials of their school library and provide workbooks using the graphic organizer after analyzing the linkage of the inquiry tasks between the subjects.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.395-418
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• 2007

The purpose of this study was to analyze the influence of mathematical tasks on mathematical communication. Mathematical tasks were classified into four different levels according to cognitive demands, such as memorization, procedure, concept, and exploration. For this study, 24 students were selected from the 5th grade of an elementary school located in Seoul. They were randomly assigned into six groups to control the effects of extraneous variables on the main study. Mathematical tasks for this study were developed on the basis of cognitive demands and then two different tasks were randomly assigned to each group. Before the experiment began, students were trained for effective communication for two months. All the procedures of students' learning were videotaped and transcripted. Both quantitative and qualitative methods were applied to analyze the data. The findings of this study point out that the levels of mathematical tasks were positively correlated to students' participation in mathematical communication, meaning that tasks with higher cognitive demands tend to promote students' active participation in communication with inquiry-based questions. Secondly, the result of this study indicated that the level of students' mathematical justification was influenced by mathematical tasks. That is, the forms of justification changed toward mathematical logic from authorities such as textbooks or teachers according to the levels of tasks. Thirdly, it found out that tasks with higher cognitive demands promoted various negotiation processes. The results of this study implies that cognitively complex tasks should be offered in the classroom to promote students' active mathematical communication, various mathematical tasks and the diverse teaching models should be developed, and teacher education should be enhanced to improve teachers' awareness of mathematical tasks.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.491-510
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• 2017

This study analyzes on conjecturing tasks in elementary mathematics textbook. We adopted Peircean semiotic perspective and variation theory to analyze conjecturing tasks in elementary mathematics textbook. We specifically analyzed mathematical tasks designed to support students' inquiries into definitions and properties of quardrilaterals. As a result, we found that conjecturing tasks in textbooks do not focus on supporting students' diagrammatic reasoning and inductive verification on provisional abductions. These tasks were mainly designed to support students' conjecturing on commonalities of mathematical objects rather than differences between objects.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.145-158
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• 2010

In this paper we study tetrahedron's properties related with center of inscribed sphere using the center of mass. We show that the center of mass of four mass points (A,a), (B,b), (C,c), (D,d) coincide with center of tetrahedron's inscribed sphere, suggest equalities and inequalities related with center of inscribed sphere, and prove theses using the center of mass. Our results can be used in research and education programs, various types of gifted student education.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.369-385
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• 2017

This study is to figure out the activity and disposition of gifted students with face plot in exploratory data analysis at middle school mathematics class. This study has begun on the basis of the doing mathematics at multivariate analysis beyond one variable and two variables. Gifted students were developed the good learning habits theirselves. According to this result, Many gifted students have an interesting experience at data analysis with Face Plot. And they felt the useful methods of creative thinking about graphics with doing mathematics at mathematical tasks. I think that teachers need to learn the visualization methods and to make and to develop the STEAM education tasks connected real life. It should be effective enough to change their attitudes toward teaching and learning at exploratory data analysis.

• School Mathematics
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• v.15 no.4
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• pp.957-973
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• 2013

This study analyzed Secondary Mathematically Gifted' mathematical thinking processes demonstrated from the activities. They configured regular triangle tessellations in the Non-Euclidean hyperbolic disk model. The students constructed the figure and transformation to construct the tessellation in the poincare disk. gsp file which is the dynamic geometric environmen, The students were to explore the characteristics of the hyperbolic segments, construct an equilateral triangle and inversion. In this process, a variety of strategic thinking process appeared and they recognized to the Non-Euclidean geometric system.

• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.251-272
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• 2005

Given that cognitive demands of mathematical tasks can be changed during instruction, this study attempts to provide a detailed description to explore how tasks are set up and implemented in the classroom and what are the classroom-based factors. As an exploratory and qualitative case study, 4 of six-grade classrooms where high-level tasks on ratio and proportion were used were videotaped and analyzed with regard to the patterns emerged during the task setup and implementation. With regard to 16 tasks, four kinds of Patterns emerged: (a) maintenance of high-level cognitive demands (7 tasks), (b) decline into the procedure without connection to the meaning (1 task), (c) decline into unsystematic exploration (2 tasks), and (d) decline into not-sufficient exploration (6 tasks), which means that the only partial meaning of a given task is addressed. The 4th pattern is particularly significant, mainly because previous studies have not identified. Contributing factors to this pattern include private-learning without reasonable explanation, well-performed model presented at the beginning of a lesson, and mathematical concepts which are not clear in the textbook. On the one hand, factors associated with the maintenance of high-level cognitive demands include Improvising a task based on students' for knowledge, scaffolding of students' thinking, encouraging students to justify and explain their reasoning, using group-activity appropriately, and rethinking the solution processes. On the other hand, factors associated with the decline of high-level cognitive demands include too much or too little time, inappropriateness of a task for given students, little interest in high-level thinking process, and emphasis on the correct answer in place of its meaning. These factors may urge teachers to be sensitive of what should be focused during their teaching practices to keep the high-level cognitive demands. To emphasize, cognitive demands are fixed neither by the task nor by the teacher. So, we need to study them in the process of teaching and learning.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.745-768
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• 2010

The purpose of this study at gifted students' solving ability of the given study task by using all knowledge and tools which encompass mathematical contents and curriculums, and developing the teaching learning materials of gifted students in accordance with their level which tan enhance their mathematical thinking ability and develop creative idea. With these considerations in mind, this paper sought for the standard and procedures of teaching learning materials development according to the levels for the education of the mathematically gifted students. presented the procedure model of material development, produced teaching learning methods according to levels in the task of figurate number, and developed prototypes and examples of teaching learning materials for the mathematically gifted students. Based on the prototype of teaching learning materials for the gifted students in mathematics in accordance with their level, this research developed the materials for students and materials for teachers, and performed the modification and complement of material through the field application and verification. It confirmed various solving processes and mathematical thinking levels by analyzing the figurate number tasks. This result will contribute to solving the study task by using all knowledge and tools of mathematical contents and curriculums that encompass various mathematically gifted students, and provide the direction of the learning contents and teaching learning materials which can promote the development of mathematically gifted students.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.85-102
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• 2005

Some properties on the mathematical hyper-dimensional figures by 'the principle of the permanence of equivalent forms' was investigated. It was supposed that there are 2 conjectures on the making n-dimensional figures : simplex (a pyramid type) and a hypercube(prism type). The figures which were made by the 2 conjectures all satisfied the sufficient condition to show the general Euler's Theorem(the Euler's Characteristics). Especially, the patterns on the numbers of the components of the simplex and hypercube are fitted to Binomial Theorem and Pascal's Triangle. It was also found that the prism type is a good shape to expand the Hasse's Diagram. 5 mathematically gifted high school students were mentored on the investigation of the hyper-dimensional figure by 'the principle of the permanence of equivalent forms'. Research products and ideas students have produced are shown and the 'guided re-invention method' used for mentoring are explained.

• The Mathematical Education
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• v.62 no.2
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• pp.257-268
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• 2023

The purpose of the study is to analyze the characteristics of open-ended tasks in terms of cognitive demands. For this purpose, we analyzed characteristics of open-ended tasks presented in the sequence units of three high school mathematics textbooks. The results of the study have revealed that low cognitive demand levels of open-ended tasks had characteristics including procedures within previous tasks or within those tasks. On the other hand, high cognitive demand levels of open-ended tasks had characteristics of actively exploring new conditions to gain access to what is being sought, requesting a basis for judgement, linking various representations to the concepts of sequences, or requiring a variety of answers. These results are significant in that they not only specified the characteristics of open-ended tasks with high cognitive demands in terms of the intended curriculum, but also provided a direction for the development of open-ended taks with high congitive demands.