• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.81-102
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• 2010

The purpose of this study was to analyze the content and design of the seven math camp programs for students of the education centers for the elementary gifted students. The analysis focused on the goals, content, and evaluations utilized in the math camp programs. The results of the study were as follows. First, there was no big difference between the goals set for each camp, and they mainly focused on the goals in affective domain. Second, the content of math camp programs was focused on enrichment rather than acceleration. Most of the programs were focused on geometry, whereas fewer programs were focused on measurement, probability and statistics. Based on the Analysis, we found that only nine out of 27 programs applied level-wised or individual exercise programs. Third, all centers for the mathematically gifted carried out evaluations of their math camp programs. However, a specific evaluation plan was not established for the math camp program plans. We suggested the direction of math camp programs as follows. First, the goals should reflect on the intended outcomes of the math camp programs. Also, the goals of math camp programs need to be distinctive from general education goals. Second, the programs should contain harmonious contents with enrichment and acceleration and must include various reactions and task commitment. The math camp programs need to include references and an appropriate information for the gifted students to encourage self-directed learning. Third, a more specific evaluation plan for math camp programs needs to be developed for effective education for the gifted students.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.41-55
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• 2006

Although gifted students are well ready in the perspective of intelligence, in order to make their learning highly effective, it is necessary to revitalize their intellectual abilities and progress it into proactive learning behaviour It is requisite to stress on the affective variables for achieving this. This study examined and analyzed affective variables for the subject mathematics on self-concept toward mathematics, attitude, interest, mathematical anxiety, and learning habits.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.247-282
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• 2011

In the elementary school mathematics textbooks of the 7th national curriculum, just simple construction education is provided by having students draw a circle and triangle with compasses and drawing vertical and parallel lines with a set square. The purpose of this study was to examine the mathematical thinking of sixth-grade elementary school students in the construction process in a bid to give some suggestions on elementary construction guidance. As a result of teaching the sixth graders in gifted and nongifted classes about the equal division of line segments and evaluating their mathematical thinking, the following conclusion was reached, and there are some suggestions about that education: First, the sixth graders in the gifted classes were excellent enough to do mathematical thinking such as analogical thinking, deductive thinking, developmental thinking, generalizing thinking and symbolizing thinking when they learned to divide line segments equally and were given proper advice from their teacher. Second, the students who solved the problems without any advice or hint from the teacher didn't necessarily do lots of mathematical thinking. Third, tough construction such as the equal division of line segments was elusive for the students in the nongifted class, but it's possible for them to learn how to draw a perpendicular at midpoint, quadrangle or rhombus and extend a line by using compasses, which are more enriched construction that what's required by the current curriculum. Fourth, the students in the gifted and nongifted classes schematized the problems and symbolized the components and problem-solving process of the problems when they received process of the proble. Since they the urally got to use signs to explain their construction process, construction education could provide a good opportunity for sixth-grade students to make use of signs.

• Journal of The Korean Association of Information Education
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• v.17 no.1
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• pp.63-71
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• 2013

The purpose of this study was to investigate patterns of IT usage in gifted elementary students. There were 67 Computer Science gifted students and 38 Math/Science gifted students, a total of 105 students, who attended a Convergence Computer Science Camp for 3 days. They were given 20 questions on IT usage. The results showed that these gifted students started to use the computer from ages 7 to 9 (51.9%) and consider their level of usage as average (50.0%). They also expressed a desire to learn more to enhance learning. There were some differences between the Computer Science gifted students and Math/Science gifted students. The Computer Science gifted students spent more time at the computer, considered themselves as more capable in using the computer, and thought that the computer aided in learning more, Another difference is that Computer Science gifted students utilized the computer more for education and learning purposes(56.9%), whereas Math/Science gifted students used it for recreation purposes (40.5%). Furthermore, regarding areas of further interest, most Computer Science gifted students wanted to learn more about computer programming whereas Math/Science gifted students were more interested in learning presentation methods (26.3%). In conclusion, there was a difference between Computer Science gifted students and Math/Science gifted students in self-confidence, areas of utilization and computer related areas.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.619-637
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• 2012

The purpose of this study is to develop a new program for elementary math-gifted students by using 'Girih Tililng' and apply it to the elementary students to improve their math-ability. Girih Tililng is well known for 'the secrets of mathematics hidden in Mosque decoration' with lots of recent attention from the world. The process of this study is as follows; (1) Reference research has been done for various tiling theories and the theories have been utilized for making this study applicable. (2) The characteristic features of Mosque tiles and their basic structures have been analyzed. After logical examination of the patterns, their mathematic attributes have been found out. (3) After development of Girih tiling program, the program has been applied to math-gifted students and the program has been modified and complemented. This program which has been developed for math-gifted students is called 'Exploring the Secrets of Girih Hidden in Mosque Patterns'. The program was based on the Renzulli's three-part in-depth learning. The first part of the in-depth learning activity, as a research stage, is designed to examine Islamic patterns in various ways and get the gifted students to understand and have them motivated to learn the concept of the tiling, understanding the characteristics of Islamic patterns, investigating Islamic design, and experiencing the Girih tiles. The second part of the in-depth learning activity, as a discovery stage, is focused on investigating the mathematical features of the Girih tile, comparing Girih tiled patterns with non-Girih tiled ones, investigating the mathematical characteristics of the five Girih tiles, and filling out the blank of Islamic patterns. The third part of the in-depth learning activity, as an inquiry or a creative stage, is planned to show the students' mathematical creativity by thinking over different types of Girih tiling, making the students' own tile patterns, presenting artifacts and reflecting over production process. This program was applied to 6 students who were enrolled in an unified(math and science) gifted class of D elementary school in Daejeon. After analyzing the results produced by its application, the program was modified and complemented repeatedly. It is expected that this program and its materials used in this study will guide a direction of how to develop methodical materials for math-gifted education in elementary schools. This program is originally developed for gifted education in elementary schools, but for further study, it is hoped that this study and the program will be also utilized in the field of math-gifted or unified gifted education in secondary schools in connection with 'Penrose Tiling' or material of 'quasi-crystal'.

• Journal of The Korean Association of Information Education
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• v.22 no.3
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• pp.367-374
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• 2018

In order to cultivate the human resources needed in the 4th industrial revolution era, it is necessary to select the gifted students and educate them systematically. Although excellent gifted students are important in a specific field, more convergent talents in the fields of mathematics, science, and information are required. The purpose of this study is to investigate how evaluation factors reflecting the characteristics of information gifted students affect the selection of science gifted students of a university gifted education center. In the characteristics of information gifted students, the cognitive factors such as Rule creation ability, Reasoning ability, Efficiency ability, Generalization ability, Structuring ability and Abstraction ability were highly correlated in selecting the science gifted students. Correlations in the applicants group of students for science gifted education center are higher than those in the first passers group and higher than those in the final successful candidates group. This means that the factors that shows the characteristics of the information gifted have a great influence on the selection of the science gifted.

• School Mathematics
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• v.11 no.2
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• pp.227-241
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• 2009

The isoperimetric problem has been known from the time of antiquity. But the problem was not rigorously solved until Steiner published several proofs in 1841. At the time it stood at the center of controversy between analytic and geometric methods. The geometric approach give us more productive thinking (insight, structural understanding) than the analytic method (using Calculus). The purpose of this paper is to analysis and then to construct the isoperimetric problem which can be applied to the mathematically gifted students in the elementary school. The theoretical backgrounds of our analysis about our problem are based on the Gestalt psychology and mathematical reasoning. Our active program about the isoperimetric problem constructed by the Gestalt's view will contribute to improving a mathematical reasoning and to serving structural (relational) understanding of geometric figures.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.565-584
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• 2012

This study investigates how the GSP helps gifted and talented students understand geometric principles and concepts during the inquiry process in the generalization of the internal triangle, and how the students logically proceeded to visualize the content during the process of generalization. Four mathematically gifted students were chosen for the study. They investigated the pattern between the area of the original triangle and the area of the internal triangle with the ratio of each sides on m:n respectively. Digital audio, video and written data were collected and analyzed. From the analysis the researcher found four results. First, the visualization used the GSP helps the students to understand the geometric principles and concepts intuitively. Second, the GSP helps the students to develop their inductive reasoning skills by proving the various cases. Third, the lessons used GSP increases interest in apathetic students and improves their mathematical communication and self-efficiency.

• 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.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.385-415
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• 2011

To investigate the more effective mathematical communication process, a recommended teacher and a selected class as an exemplary model was analyzed with Flanders system. The mathematical communicative level was examined to measure content level using the framework analysing the mathematical communicative level(Park & Pang) based on describing levels of math-talk learning community(Hufferd-Ackles). The purposes of this paper are to describe the verbal flow pattern between teacher and students in the elementary school class for mathematically gifted students, and to propose the effective communication model of math-talk with analysis of verbal teaching behavior in the active class. In addition the whole and the parts of the exemplary class sample is respectively analysed to be used practically by elementary school teachers. The results show the active communication process with higher level presents a pattern 'Ask Question${\rightarrow}$Activity (Silence, Confusion or work)${\rightarrow}$Student-Initiated Talk${\rightarrow}$Activity (Silence, Confusion or work), and the teacher's verbal behavior promoting math communication actively is exhibited by indirect influence especially accepting or using ideas.