• The Mathematical Education
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• v.55 no.2
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• pp.209-232
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• 2016

This study analyzed the process of steps in a program introducing Renzulli's enrichment triad model and various levels of posing open-ended problems of those who participated in the program for mathematics-gifted elementary students. As results, participants showed their abilities of problem posing related to real life in a program introducing Renzulli's enrichment triad model. From eighteen mathematical responses, gifted students were generally outstanding in terms of producing problems that demonstrated high quality completion, communication, and solvability. Amongst these responses from fifteen open-ended problems, all of which showed that the level of students' ability to devise questions was varied in terms of the problems' openness (varied possible outcomes), complexity, and relevance. Meanwhile, some of them didn't show their ability of composing problem with concepts, principle and rules in complex level. In addition, there are high or very high correlations among factors of mathematical problems themselves as well as open-ended problems themselves, and between mathematical problems and open-ended problems. In particular, factors of mathematical problems such as completion, communication, and solvability showed very high correlation with relevance of the problems' openness perspectives.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.117-145
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• 2006

Mathematically gifted children have creative curiosity about novel tasks deriving from their natural mathematical talents, aptitudes, intellectual abilities and creativities. More effect in nurturing the creative thinking found in brilliant children, letting them approach problem solving in various ways and make strategic attempts is needed. Given this perspective, it is desirable to select open-ended and atypical problems as a task for educational program for gifted children. In this paper, various types of open-ended problems were framed and based on these, teaming activities were adapted into gifted children's class. Then in the problem solving process, the characteristic of bright children's mathematical thinking ability and examples of problem solving strategies were analyzed so that suggestions about classes for bright children utilizing open-ended tasks at elementary schools could be achieved. For this, an open-ended task made of 24 inquiries was structured, the teaching procedure was made of three steps properly transforming Renzulli's Enrichment Triad Model, and 24 periods of classes were progressed according to the teaching plan. One period of class for each subcategories of mathematical thinking ability; ability of intuitional insight, systematizing information, space formation/visualization, mathematical abstraction, mathematical reasoning, and reflective thinking were chosen and analyzed regarding teaching, teaming process and products. Problem solving examples that could be anticipated through teaching and teaming process and products analysis, and creative problem solving examples were suggested, and suggestions about teaching bright children using open-ended tasks were deduced based on the analysis of the characteristic of tasks, role of the teacher, impartiality and probability of approaching through reflecting the classes. Through the case study of a mathematics class for bright children making use of open-ended tasks proved to satisfy the curiosity of the students, and was proved to be effective for providing and forming a habit of various mathematical thinking experiences by establishing atypical mathematical problem solving strategies. This study is meaningful in that it provided mathematically gifted children's problem solving procedures about open-ended problems and it made an attempt at concrete and practical case study about classes fur gifted children while most of studies on education for gifted children in this country focus on the studies on basic theories or quantitative studies.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.179-198
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• 2011

The understanding of mathematical concepts should be backed up on a constant basis in oder to grow problem-solving skills which is one of the ultimate goals of math education. The purpose of the study was to provide readers with the information which could be considered valuably for the math educators trying both to prevent mathematical misconceptions and to develop curricular program by estimating the actual conditions and developing backgrounds of the mathematical misconceptions held by the gifted education learners. Accordingly, this study, as the first step, theoretically examined the meaning and the developing background of mathematical misconception. As the second step, this study examined the actual conditions of mathematical misconceptions held by the participant students who were enrolled in the CTY(Center for Talented Youth) program run by a university. The results showed that the percentage of the correct statements made by participant students is only 35%. The results also showed that most of the participant students belonged either to the level 2 requiring students to distinguish examples from non-examples of the mathematical concepts or the level 3 requiring students to recognize and describe the common nature of the mathematical concepts with their own expressions based on the four-level of concept formulation. The causes could be traced to the presentation of limited example, wrong preconcept, the imbalance of conceptual definition and conceptual image. Based on the estimation, this study summarized a general plan preventing the mathematical misconceptions in a math classroom.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.183-197
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• 2012

Geometry having long history of mathematics have important role for thinking power and creativity progress in middle school. The regular polygon included in plane geometry was mainly taught convex regular polygon in elementary school and middle school. In this study, we investigated the denotation's extension of regular polygon by mathematical basic knowledge included in school curriculum. For this research, first, school mathematical knowledge about regular polygon was analyzed. And then, basic direction of research was established for inquiry. Second, based on this analysis inductive inquiry activity was performed with research using geometry software(Cabri Geometry II). Through this study the development of enriched learning material and showing the direction of geometry research is expected.

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.77-98
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• 2007

It has been said that the level of teacher professionalism determines the quality of education. The same notion allies for gifted education. Therefore, exploration of teacher professionalism in gifted education may provide fundamental bases for raising the quality of gifted education. In this study, first, literature review was conducted to extract elements of teacher professionalism in gifted education and a survey instrument was developed to find out categories of those elements and differences of teacher perception to professionalism at school levels and subject areas of gifted education. Research subjects included 212 teachers who participated in 2005 KEDI teacher training program of gifted education, 60 hour-clock introductory program and 232 teachers who participated in 2005 KEDI teacher training program of gifted education, 120 hour-clock enrichment program. It was found that elements of teacher professionalism in gifted education were categorized into knowledge-based, abilitybased and context-based. It was also found that secondary school teachers' perception to knowledge-based professionalism was significantly higher than those at elementary and science teachers' perception to ability-based and context-based professionalism was significantly higher than mathematics teachers. The research findings may provide insights for better teacher training program in gifted education as well as gifted education policies.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.333-357
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• 2014

This study resulted from a study regarding creative STEAM System based upon an experiment with the center of gravity. The results of the study are constructed by a fusion of mathematics and physics, showing that they are the same as mathematical calculations. Also, students can find that center of gravity of an object is in equilibrium on a metal rod when the center of gravity exactly is placed on the rod. The fact that an experimental results are correspond to calculations can maximize the effectiveness of teaching. And also this study has the following effectiveness. First, the exact construction and calculations arouses good competition among students. Second, this experiment can give students a motivation for study and increase their thinking in classes because the theoretical background of center of gravity experiment is basically attributed to math and science classes in school. This study includes three different types of center-of-gravity experiments. One is a simple type of experiment in which center of gravity exists inside of an object. Another is a complicated one in which the center of gravity is also inside of an object. However, the third type is an experiment in where the center of gravity is outside of an object. Therefore, it gives students an opportunity to discuss how to confirm equilibrium on a metal rod when the object has its center of gravity outside. Having discussions in class will allow students to have a critical way of thinking. In addition, searching for a way to solve a problem will increase creativity of students as well. And the last type is finding the center of gravity of a big acrylic panel where multiple objects are on the panel. According to the survey and interview conducted by students who participated in this program, teaching based on creative STEAM system helps students to get a better understanding and more fast acquisition of knowledge. We can expect that a well-planned creative STEAM system through a continuous study will be both effective and efficient in educating critical and creative students.

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.338-364
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• 2007

The purpose of this study is to investigate current trends and future directions of research in the area of gifted education through the analysis of published manuscripts on giftedness and gifted education between $2000{\sim}2006$. About 521 articles among 35 journals and 49 dissertations listed in the Korea Education and Research Information Service, including the journal of gifted/talented education and the journal of giftedness and gifted education, were mainly analyzed in the present study. The articles were examined by topics, domains, ages, and research methods both yearly and synthetically. The most widely researched topic was curriculum and program issues in gifted education, and the topic related to factors and development of giftedness was the second. Most studies have continuously focused on the mathematically and scientifically gifted students, and studies on gifted students in the areas of art, language, and other domains were scant. Issues on underachieving gifted students and underachievement were researched actively in 2005. More research has utilized elementary students as samples rather than middle or high school students. Young children under 7 have attracted much attention by researchers after 2004. Related to research methods, literature review was the most widely used, survey was the second, and experimental and correlational studies were the next. Implications related to results were discussed in depth.

• East Asian mathematical journal
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• v.38 no.4
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• pp.463-496
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• 2022

The purpose of this study is to analyze the mathematical creativity and computational thinking of mathematically gifted elementary students through a convergence class using programming and to identify what it means to provide the convergence class using Python for the mathematical creativity and computational thinking of mathematically gifted elementary students. To this end, the content of the nine sessions of the Python-applied convergence programs were developed, exploratory and heuristic case study was conducted to observe and analyze the mathematical creativity and computational thinking of mathematically gifted elementary students. The subject of this study was a single group of sixteen students from the mathematics and science gifted class, and the content of the nine sessions of the Python convergence class was recorded on their tablets. Additional data was collected through audio recording, observation. In fact, in order to solve a given problem creatively, students not only naturally organized and formalized existing mathematical concepts, mathematical symbols, and programming instructions, but also showed divergent thinking to solve problems flexibly from various perspectives. In addition, students experienced abstraction, iterative thinking, and critical thinking through activities to remove unnecessary elements, extract key elements, analyze mathematical concepts, and decompose problems into small components, and math gifted students showed a sense of achievement and challenge.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.771-804
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• 2014

The concept of the center of gravity is presently being introduced in elementary school curriculums and is broadly applied to Mathematics, Physics, and the Engineering field in University education which are mostly theoretical classes much separated from actual life in the practical educational field. In 2013, ${\bigcirc}{\bigcirc}$ University of Science and Gifted Education, had developed the multidisciplinary approach program of verifying the center of gravity for gifted students, but this program was reconstructed and applied to ordinary students and the effectiveness was analyzed to lay the foundation and generalize this convergence education. Including experiments for verifying the center of gravity in an object with a hollow interior and the existence of a center of gravity outside an object, I proposed realizing the calculations by considering the weight of the lever, the Principle of the lever being a core factor when finding the center of gravity. We altered the existing 8 step program to a 4 step program for the told 65 students from elementary, Junior and High School students, letting them freely select the class lecture by themselves. The analysis attained from surveys, debates and interviews showed that by precise error analysis, students achieved a higher success experience, showing us the importance of the development of a new convergence program.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.69-94
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• 2009

The purpose of this study was to develop and apply a Korean language education program based on multiple intelligences in a bid to foster the multiple intelligences, self-efficacy and achievement motivation of elementary schoolers in regular language arts class. It's basically meant to create the educational conditions for every child to exert his or her abilities. Two research questions were posed: 1. What should be the objectives, content and teaching-learning methods of a Korean language education program based on multiple intelligences? 2. What effect does a Korean education program based on multiple intelligences have on children's multiple intelligences, self-efficacy and achievement motivation? The subjects in this study were 58 Students in two different third-grade classes in M elementary school in the city of Daejeon. A Korean language education program based on multiple intelligences was implemented during a 4month period of time, and an inclusive approach of multiple intelligences and cooperative learning were applied. The major findings of the study were as follows: First, in order to develop a Korean education program based on multiple intelligences, the kinds of themes that could cover multiple intelligences in an inclusive way were selected in consideration of the learning objectives of the major units of a third-grade language arts textbook(second semester) of the 7th national elementary language arts curriculum. And then an inclusive Korean education program was prepared, which consisted of four stages: problem awareness, problem-solving planning, problem solving, and reflection/application/development. Second, the Korean education program based on multiple intelligences had a positive effect on the children's multiple intelligences, self-efficacy and achievement motivation and suggested some of new directions for school education that typically stressed linguistic and logical-mathematical intelligences only.