• Communications of Mathematical Education
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• v.21 no.1 s.29
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• pp.65-79
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• 2007

In this paper we study various aspects of Catalan number with its focus on creative output. As a result we we develop teaching and learning materials for the gifted students which can lead to creative output at the middle school level.

• Journal of Science Education
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• v.41 no.3
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• pp.499-518
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• 2017

In this study, the meta-analysis technique was applied to investigate the effectiveness of gifted-mathematics programs on development of creativity. Studies conducted the outcomes form the 20 studies were used for meta-analysis. Research questions are as follows; first, what is the overall effect size of the gifted mathematics programs on development of mathematical creativity. Second, what are effect sizes of sub-group(fluency, flexibility, originality) analysis. Third, compare the effect sizes of those in compliance with the grade and the class type. Results from data analysis are as follows. First, the overall effect size for studies related the gifted-mathematical programs was .66, which is high. Second, it was found that each sub-group differed from its effect on learning outcomes. Fluency(.76) was the highest of all, which was followed by flexibility(.60) and originality(.50) in a row. Lastly, the overall effect size for gifted elementary school students related the gifted-mathematical programs was .69, which is high than gifted middle school students was .46.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.1039-1051
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• 2014

This study aims to measure intelligence (cognitive characteristics), self-esteem, mathematical attitudes, and scientific attitudes (affective characteristics) of gifted students from low-income families, and to identify the relationship among these variables. 147 students in the lower grades of elementary schools who were enrolled to university-based gifted education centers were participants of the study. The results showed that the percentile scores of each variable were 85% for intelligence, 75.6% for self-esteem, 73.3% for mathematical attitudes, and 71.3% for mathematical attitudes. There was no statistically significant relationship between intelligence and the affective characteristics (i.e., self-esteem, mathematical attitudes, and scientific attitudes), while statistically significant relationships were shown between self-esteem and mathematical attitudes (r=.448, p=.000), between self-esteem and scientific attitudes (r=.522, p=.000), and between mathematical attitudes and scientific attitudes (r=.448, p=.000). The results suggest that although the gifted students from low-income families show lower levels compared to other gifted student groups, their potential level of giftedness is considerably high, which calls for appropriate educational support systems designed for this population.

• School Mathematics
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• v.15 no.1
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• pp.121-136
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• 2013

The purpose of study was to develop distance education programs that combine the characteristics of the programs for the math gifted students. To this end, the first is to establish the standards for the development of distance programs for the math gifted students. The second is to develop the distance education programs for the elementary school math gifted students according to the program procedure models for distance education. The third is to apply the programs developed to actual distance education field and analyze the results to verify the validity of the programs. This program can increase high-level mathematical thinking power even though it is the distance education, not the face-to-face education. Second, this program make contributions to active mathematical communication through newsgroup or reflective journals. Third, the use of Diffy Game facilitates the selection of in-depth contents, which will in turn enable the development of intensive programs.

• The Mathematical Education
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• v.50 no.4
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• pp.429-440
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• 2011

This paper analysed gifted middle students' conception of the definitions of point and line and the uses of definitions in proving. The findings of this paper suggest that the concept of mathematical definitions is very unnatural to students, therefore teachers and textbooks need to explain explicitly the characteristics of mathematical definitions which are different from dictionary definitions using common sense. Also introducing undefined terms in middle school geometry would give students a critical chance to deal with the transition from dictionary definitions to mathematical definitions.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.347-360
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• 2007

In this study, we made the analysis of the relation with mathematical tests and scholastic attainments of gifted students using the results of entrance end comprehensives exams and so on in science education center for gifted youths. For this, we firstly made an analysis of correlation between math and math, math and science and science and science using the test results. And then, we interviewed four students. From this, we found followings. First, in every assessment except for those carried out during the semester in the center, we saw a very low or negative correlation between the students' grades in math and that in science. Second, in contrast to the correlations among other assessments, a high correlation of the students' grades in math and science appeared in regard of the assessments carried out during the semester in the center. Third, correlations between the grades of assessments in mathematics were much lower than that in science. Fourth, many students thought the assessments in the center were not as valuable as those in their schools, which are referred to in getting into a school of high grade. So some of the students who gained excellent grades showed a relatively low achievement. Fifth, students in the center regarded a vigorous communication and inquiry learning on enriched themes as the biggest merit of attending the center.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.147-158
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• 2012

In this paper we introduced the reflection cluster problems. They are not well known in Korea education field. We used two reflection cluster problems and analysed the responses of the gifted students. Finally, we asked how they felt about reflection cluster problems. The results of this paper will help to make new assessment items and develop new programs for the gifted education.

• Research in Mathematical Education
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• v.14 no.1
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• pp.1-10
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• 2010

The paper focuses on a type of mathematics competence noted as synthetic. It is needed for success in multiple choice competition problems and it is crucial for the further development of advanced school students. The concept of synthetic competence includes a large fraction of mathematical competences, but also competences and skills related to informatics and linguistics. The general structure of a multiple choice competition is considered as the first level of assessment of the mathematics component of the synthetic competence. As the second level under consideration is the set of complex tasks in a competition test any of which is a bouquet of ideas. Our standpoint on the didactic specifics and goals of the two levels in perspective of the gifted education is briefly presented in the article and some examples are given.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.127-151
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• 2005

The purpose of this study is to examine the relationships between process variables, personality traits, intrinsic/extrinsic motivation and their mathematical creativity and how much these factors affect this creativity. These results show the major factor in mathematical creativity as being the gender difference between the gifted male and female middle school students. This also suggests that the education and living guidance of both gifted male and female students should take a different direction in relation to their gender differences in middle schools. In conclusion, all of the normal intellective and non-intellective factors, as well as home process variables, are the basic major data concerned with the effects of mathematical creativity. So, it is with all of this research that the proof for researching synthetically via a new creative research model can be offered.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.153-176
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• 2007

The purpose of this paper is to analyze teaching-learning program which can be applied to mathematically gifted students in primary school, Our program is based on constructivist views on teaching and learning of mathematics. Mainly, we study the algorithmic thinking of mathematically gifted students in primary school in connection with the network problems; Eulerian graph problem, the minimum connector problem, and the shortest path problem, The above 3-subjects are not familiar with primary school mathematics, so that we adapt teaching-learning model based on the social constructivism. To achieve the purpose of this study, seventeen students in primary school participated in the study, and video type(observation) and student's mathematical note were used for collecting data while the students studied. The results of our study were summarized as follows: First, network problems based on teaching-learning model of constructivist views help students learn the algorithmic thinking. Second, the teaching-learning model based on constructivist views gives an opportunity of various mathematical thinking experience. Finally, the teaching-learning model based on constructivist views needs more the ability of teacher's research and the time of teaching for students than an ordinary teaching-learning model.