• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.1-17
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• 2003

In this paper, we study the methods of improving an ability of a creative solving mathematical problem belonging to an educational system which every province office of education has adopted for the mathematically talented students. Especially, we give an attention on a preferential reaction in teaching styles according to student's LQ., the relationship between student's LQ. and an ability of creative solving mathematical problems, and seeking for an appropriative teaching methods of the improvement ability of a creative solving problem. As results, we have the followings; 1. The group having excellent students who have a higher intelligential ability prefers inquiry learning which is composed of several sub-groups to a teacher-centered instruction. 2. The correlation coefficient between student's LQ. and an ability creative solving of mathematical is not high. 3. Although the contents and the model of thematic inquiry learning don't have a great influence on the divergent thinking (ex. fluency, flexibility, originality), they affect greatly the convergent thinking - a creative mathematical - problem solving ability. Accordingly, our results show that we should use a variety of mathematical teaching materials apart from our regular textbooks used in schools to improve a creative mathematical problem solving ability in the process of thematic inquiry learning. Also we can see that an inquiry learning which stimulates student's participation and discussion can be a desirable model in the thematic mathematical classroom activities.

• Journal of the Korean School Mathematics Society
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• v.21 no.1
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• pp.1-18
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• 2018

This study aims to analyze the mathematics curriculum in the gifted school and obtain the understanding of the current situation of education for the math-gifted children in Korea, therefore providing a point of view for the improvements. In order to attain these purposes, the study examined the subject competency for the mathematics set by regular mathematics curriculum system and 2015 revision curriculum, and extracted the analytical standards, based on which the education plan documents of each gifted school were analyzed. The conclusion that has been made based on the analysis results is as follows. First of all, the curriculum of mathematics in the gifted schools in korea is heavily concentrated on analytics and algebra. Secondly, in mathematics curriculum for gifted children in Korea puts the most emphasis on the problem solving competency. Third, geometry subject in the mathematics curriculum of Korean gifted schools deals with the given content only at the level of regular high school curriculum. Fourth, learning materials in most gifted schools are not the ones especially revised and adapted for the gifted students but usually the ones for the college students. Lastly, gifted schools are running the curriculum featured with curriculum compacting and advance learning focusing on acceleration.