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

• School Mathematics
• /
• v.14 no.1
• /
• pp.85-107
• /
• 2012

Problem solving is important in school mathematics as the means and end of mathematics education. In elementary school, inductive reasoning is closely linked to problem solving. The purpose of this study was to examine ways of improving problem solving ability through analysis of inductive reasoning process. After the process of inductive reasoning in problem solving was analyzed, five different stages of inductive reasoning were selected. It's assumed that the flow of inductive reasoning would begin with stage 0 and then go on to the higher stages step by step, and diverse sorts of additional inductive reasoning flow were selected depending on what students would do in case of finding counter examples to a regulation found by them or to their inference. And then a case study was implemented after four elementary school students who were in their sixth grade were selected in order to check the appropriateness of the stages and flows of inductive reasoning selected in this study, and how to teach inductive reasoning and what to teach to improve problem solving ability in terms of questioning and advising, the creation of student-centered class culture and representation were discussed to map out lesson plans. The conclusion of the study and the implications of the conclusion were as follows: First, a change of teacher roles is required in problem-solving education. Teachers should provide students with a wide variety of problem-solving strategies, serve as facilitators of their thinking and give many chances for them ide splore the given problems on their own. And they should be careful entegieto take considerations on the level of each student's understanding, the changes of their thinking during problem-solving process and their response. Second, elementary schools also should provide more intensive education on justification, and one of the best teaching methods will be by taking generic examples. Third, a student-centered classroom should be created to further the class participation of students and encourage them to explore without any restrictions. Fourth, inductive reasoning should be viewed as a crucial means to boost mathematical creativity.

• Journal of Engineering Education Research
• /
• v.10 no.2
• /
• pp.44-61
• /
• 2007

The present investigation is concerned chiefly with new curriculum development at the Department of Mechanical System & Design Engineering at Hongik University with the aim of enhancing creativity, team working and communication capability which modern engineering education is emphasizing on. 'Mechanical System & Design Engineering' department equipped with new curriculum emphasizing engineering design is new name for mechanical engineering department in Hongik University. To meet radically changing environment and demands of industries toward engineering education, the department has shifted its focus from analog-based and machine-centered hard approach to digital-based and human-centered soft approach. Three new programs of Introduction to Mechanical System & Design Engineering, Creative Engineering Design and Product Design emphasize hands-on experiences through project-based team working. Sketch model and prototype making process is strongly emphasized and cardboard, poly styrene foam and foam core plate are provided as working material instead of traditional hard engineering material such as metals material because these three programs focus more on creative idea generation and dynamic communication among team members rather than the end results. With generative, visual and concrete experiences that can compensate existing engineering classes with traditional focus on analytic, mathematical and reasoning, hands-on experiences can play a significant role for engineering students to develop creative thinking and engineering sense needed to face ill-defined real-world design problems they are expected to encounter upon graduation.

• Journal of the Korean School Mathematics Society
• /
• v.15 no.1
• /
• pp.109-135
• /
• 2012

In December of 2009, General Curriculum Revised in 2009 was announced and research on corresponding mathematics curriculum revision has been initiated from that period. Finally, in August 2011, Mathematics Curriculum Revised in 2009 was announced. In this new curriculum, Creativity is emphasized as the ability pursued in General Curriculum Revised in 2009. Accordingly, for the purpose of fostering students with creative and challenging minds, teaching and learning methods including the objectives and content should be more carefully implemented in math class. In case of the area of Probability and Statistics closely related to real life situations, it is suggested that school curriculum in mathematics would not deal with only mathematical problems on algorithm, but rather present teaching and learning materials related to the real life in order to recognize the usefulness of the content of Probability and Statistics and to learn how to think about it. In this paper, effective guidelines for teaching and learning the content of Probability and Statistics and its activities that follows the direction on Mathematics Curriculum Revised in 2009' are suggested based on the analysis of the PISA and TIMSS international assessments items. Thus, the guidelines suggested in this study would be used efficiently and appropriately for developing instructional materials or planning curriculum revision and setting its direction in the future.

• School Mathematics
• /
• v.10 no.3
• /
• pp.401-422
• /
• 2008

In the current school curriculum, an alternative assessment method which focuses more on the problem solving process rather than the final solution is being investigated. The goal is to evaluate students' understanding of the subject. A descriptive evaluation is being suggested as a way of examining the thought process of the students by a structured analysis of the problem solving process. But currently, there are not enough descriptive problems available for teachers to effectively carry out the alternative assessment method in the elementary school mathematics curriculum. In this research, we surveyed 197 elementary school teachers in Seoul to determine the status of descriptive evaluation in elementary school mathematics and to understand the teachers perception about the new assessment method. The goal of the survey was to find an effective implication of the new assessment method in elementary mathematics classes. The research showed that the elementary teachers use this assessment method about 4 to 7 times per month in their classes. They give descriptive problem test anytime they think it is appropriate during the Instruction of the topic. More than 90% of the teachers were using this assessment method to improve students' creativity and mathematical thinking. The teachers in the survey also commented that the teachers' administrative responsibility should be reduced and that the school environment in general should be improved for the new assessment method to be successful. Finally the study also showed that development of more descriptive problems in each grade level is needed to progress the new assessment method.

• Journal of Internet Computing and Services
• /
• v.17 no.6
• /
• pp.143-152
• /
• 2016

In this paper, we attempted to provide the bases of effective educational programs for fostering ICT competencies of gifted students in science. For this purpose, we tried to answer the questions like 'What are the ICT core-competence for gifted students in science?' and 'How can we educate those competencies effectively?' We started by reviewing existing studies on ICT competencies for talented people in future society and then adopted one[6] as the basis for further validation. We tried to work with as many G/T experts as possible, and decided to use the online survey methodology because the experts are scattered all over the country. The survey was sent to the corresponding person who is in charge of G/T education in each area, and then e-mailed to G/T experts in that area. Through these procedures, three hundred four(304) G/T experts from all around the country participated in this survey. The results showed the followings: (1) G/T experts agreed with the importance and necessity of ICT competencies for gifted students in science; (2) G/T experts agreed with the validity of three core ICT competencies, which are 'knowledge and skills competence, creativity competence, and characteristic competence,' for gifted students in science; (3) G/T experts agreed with the validity of educational goals, which are suggested for fostering each ICT core-competence of gifted students in science; and (4) G/T experts regarded 'product-oriented education' and 'ICT device-oriented education' as important and effective types of education programs for fostering ICT competencies of gifted students in science.

• Education of Primary School Mathematics
• /
• v.22 no.1
• /
• pp.13-27
• /
• 2019

The use of grid paper in elementary mathematics textbooks is used in numbers and calculations, figures and measurement areas. Among them, it is used most in the figure area. In spite of this utilization, it is necessary to supplement it because it is difficult to revise or supplement the trial and error that often occurs in the course of the course, as the process of using the textbook paper in the actual class. The use of grid paper in elementary mathematics textbooks is used in numbers and calculations, figures and measurement areas. Among them, it is used most in the figure area. In spite of this utilization, it is necessary to supplement it because it is difficult to revise or supplement the trial and error that often occurs in the course of the course, as the process of using the textbook paper in the actual class. In this study, we tried to find out the usability of grid paper boards which can be used more effectively than the grid paper among the teaching aids presented in the 'Development of teaching aids standards for math class' of Korea Foundation for the Advancement of Science & Creativity(2017). A questionnaire survey was conducted on the use of grid paper and grid paper board for teachers who actually use grid paper in elementary mathematics. As a result, we found out the achievement criteria of grid paper board utilization and investigated the study subject which is effective to use grid paper board. In particular, we have identified specific learning topics that are effective in each area and presented specific activities.

• Education of Primary School Mathematics
• /
• v.26 no.4
• /
• pp.369-385
• /
• 2023

As the 2022 revised mathematics curriculum emphasizing competency cultivation was announced, the researcher analyzed the connection between competency, content system, and achievement standards in elementary school mathematics curriculum. The results of the analysis of the link between the competency of the curriculum revision research report, its sub-elements, the 'process and skills' of the curriculum content system, and the achievement standard verb are as follows. First, most of the five curriculum competencies (problem solving, reasoning, communication, connection, and information processing) of the mathematics department are implemented as "process-skills" of the content system, which is further specified and presented as an achievement-based verb. Second, the five competencies were not implemented with the same weight in all areas, and the appropriate process-skills were differentiated and presented according to the content of knowledge-understanding by area/grade group. Third, verbs of the achievement standards were more rich than before in the 2022 revised elementary school mathematics curriculum. Fourth, 'understanding' throughout the entire area was still presented as the highest proportion. Through the research results, the researcher discussed clearly establishing the meaning of problem-solving capabilities in the future and developing and presenting "understanding" as a more specific process or skills.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.4
• /
• pp.285-294
• /
• 2024

This study aims to enhance learners' creative and integrative thinking through the use of a practical music education program, facilitating high-quality artistic activities and the integration of various disciplines. To achieve this, a practical music education program incorporating the PDIE model was designed, and the content validity of the developed program was verified. Through this process, We have researched and described methodologies for multidisciplinary research that can be applied in practical music education. This paper focuses on the fourth session of the study, which deals with the creative and integrative education of practical music and mathematics. The mathematical theory of interest in this research is the Fibonacci sequence, fundamental to the golden ratio in art. The goal is to enable balanced and high-quality creative activities through learning and applying the Fibonacci sequence. Additionally, to verify the validity and effectiveness of the instructional plan, including the one used in the 15-week course, we have detailed the participants involved in the content validation, the procedures of the research, the research tools used, and the methods for collecting and analyzing various data. Through this, We have confirmed the potential of creative and integrative education in higher practical music education and sought to develop educational methodologies for cultivating various creative talents in subsequent research.

• Communications of Mathematical Education
• /
• v.23 no.3
• /
• pp.735-760
• /
• 2009

Most of every teachers' life is occupied with his or her instruction, and a classroom is a laboratory for mutual development between teacher and students also. Namely, a teacher's professionalism can be enhanced by circulations of continual reflection, experiment, verification in the laboratory. Professional development is pursued primarily through teachers' reflective practices, especially instruction practices which is grounded on $Sch\ddot{o}n's$ epistemology of practices. And a thorough penetration about situations or realities and an exact understanding about students that are now being faced are foundations of reflective practices. In this study, at first, we explored the implications of earlier studies for discussing a teacher's practice. We could found two essential consequences through reviewing existing studies about classroom and instructions. One is a calling upon transition of perspectives about instruction, and the other is a suggestion of necessity of a teachers' reflective practices. Subsequently, we will talking about an instance of a middle school mathematics teacher's practices. We observed her instructions for a year. She has created her own practical knowledges through circulation of reflection and practices over the years. In her classroom, there were three mutual interaction structures included in a rich expressive environments. The first one is students' thinking and justifying in their seats. The second is a student's explaining at his or her feet. The last is a student's coming out to solve and explain problem. The main substances of her practical know ledges are creating of interaction structures and facilitating students' spontaneous changes. And the endeavor and experiment for diagnosing trouble and finding alternative when she came across an obstacles are also main elements of her practical knowledges Now, we can interpret her process of creating practical knowledge as a process of self-directed professional development when the fact that reflection and practices are the kernel of a teacher's professional development is taken into account.