• The Mathematical Education
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• v.42 no.1
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• pp.1-9
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• 2003

We examined the relations between Mathematical Creative Problem Solving Ability Test(MCPSAT: Kim etl. 1997) and Torrance Test of Creative Thinking Figural A (TTCT; adapted for Korea by Kim etl. 1999). The subjects in this study were 31 fifth-grade students. In the analysis of data, frequencies, percentiles, t-test correlation analysis were used. The results of the study are summarized as follows; First, we have the correlations between the originality of general creativity and the three elements--fluency, flexibility, and the total--of mathematical creativity (significant at p<.01). Second, We know the correlations between the total of general creativity and the three elements of mathematical creativity(significant at p<.05).

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.191-199
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• 2004

본 연구에서는, 6년 전에 개발된 수학 창의적 문제 해결력 검사(MCPSAT; 한국교육개발원(김흥원 외, 1997))에 대한 현시점의 적합성여부를 알아보기 위하여 이 검사의 중학교 1-3학년용 A형 1부 검사와 고등학교 1-2학년용 A형 1부 검사를 해당 학년 학생들에게 적용하여 분석하였다. 검사도구의 양호도는 비교적 좋은 것으로 나타났다. 즉, 중학교와 고등학교 모두 문항 내적 일관성 신뢰도(Cronbach ${\alpha}$)의 계수가 약간 떨어져 있지만 비교적 양호한 것으로 볼 수 있으며 변별도는 점이연 상관 계수가 0에 가까운 문항이 없는 것으로 나타났다. 따라서 모든 문항이 학생들의 수학 창의적 문제 해결력을 변별해 줄 수 있을 것으로 생각한다. 내적 타당도는 중학교의 경우 관대하게 본다면 수용할 만 하고, 고등학교의 경우 아직은 우려할 수준은 아니다. 즉, 중학교 문항 1과 문항 4는 적합도 지수 1.2를 상회하였으나 Infit과 Outfit 모두 1.5를 넘는 문항은 없었다. 고등학교의 문항 4는 문항의 적합도 지수 1.2를 상회하는 것으로 나타나고 있으나 Infit과 Outfit 모두 1.2를 상회하지 않았다. 난이도 측면에서 볼 때, 이 검사의 계속 사용은 염려스러운 면이 있다. 즉, 중학교에서는 6년 전 보다 쉬운 것으로 나타나고 있는 바 이것은 현재의 학생들이 이러한 유형의 문항을 많이 접하였을 것으로 추측할 수 있다. 고등학교에서는 6년 전 보다 조금 더 어려워 졌다고 볼 수 있다. 위의 사항을 종합할 때, 수학 창의적 문제 해결력 검사에서 중학생용은 현재의 학생들의 수준을 고려하여 재 표준화하는 것이 바람직하고, 고등학생용은 개발 당시의 신뢰도, 난이도, 변별도 등에서 유사하므로 당분간 계속 사용하여도 될 것이다.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.59-76
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• 2005

We examined the relations between the score of the divergent thinking in mathematical (Mathematical Creative Problem Solving Ability Test; MCPSAT: Lee etc. 2003) and non-mathematical situations (Torrance Test of Creative Thinking Figural A; TTCT: adapted for Korea by Kim, 1999). Subjects in this study were 213 eighth grade students(129 males and 84 females). In the analysis of data, frequencies, percentiles, t-test and correlation analysis were used. The results of the study are summarized as follows; First, mathematically gifted students showed statistically significantly higher scores on the score of the divergent thinking in mathematical and non-mathematical situations than regular students. Second, female showed statistically significantly higher scores on the score of the divergent thinking in mathematical and non-mathematical situations than males. Third, there was statistically significant relationship between the score of the divergent thinking in mathematical and non-mathematical situations for middle students was r=.41 (p<.05) and regular students was r=.27 (p<.05). A test of statistical significance was conducted to test hypothesis. Fourth, the correlation between the score of the divergent thinking in mathematical and non-mathematical situations for mathematically gifted students was r=.11. There was no statistically significant relationship between the score of the divergent thinking in mathematical and non-mathematical situations for mathematically gifted students. These results reveal little correlation between the scores of the divergent thinking in mathematical and non-mathematical situations in both mathematically gifted students. Also but for the group of students of relatively mathematically gifted students it was found that the correlations between divergent thinking in mathematical and non-mathematical situations was near zero. This suggests that divergent thinking ability in mathematical situations may be a specific ability and not just a combination of divergent thinking ability in non-mathematical situations. But the limitations of this study as following: The sample size in this study was too few to generalize that there was a relation between the divergent thinking of mathematically gifted students in mathematical situation and non-mathematical situation.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.205-224
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• 2010

This paper examined what structural relationship metacognition and flow, which are identified as major variables that positively influence creative problem solving ability, had with mathematics creative problem solving ability. For this purpose, the Mathematics Creative Problem Solving Ability Test (MCPSAT) was given go 196 general second-year middle school students, and their cognitive and affective states were measured with metacognition and flow tests. The three variables' relationships were examined through a correlation analysis and, through structural equation modeling, the mediating effect of flow was tested in the structural relationships between the three variables and in the relationship between metacognition and mathematics creative problem solving ability. The results of the research show that metacognition did not directly influence mathematics creative solving ability, but exerted influence through the mediating variable of flow. A more detailed examination shows that while metacognition did not influence fluency and originality from among the measured variables for mathematics creative problem solving ability, it did directly influence flexibility. In particular, metacognition's indirect influence through the mediating variable of flow was shown to be much stronger than its direct influence on flexibility. This research showed that the students' high metacognition ability increased flow degree in the problem solving process, and problem solving in this state of flow increased their mathematics creative problem solving ability.