• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.407-423
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• 2006

The reason why creativity becomes the important subject in 21th century is that it does an important role which solves many problems surrounding our whole life in this internationalization, globalization, knowledge-information age. But scholars who formerly researched the creativity-field explain the necessity of creativity with the internal and fundamental reasons. That is, scholars say that creative activities produce originative products and originality itself. And it is the root of which will be able to discover meaning of life and it -creativity - is successive activities that is demanded when individual life want to obtain important value by expressing one's inner world to the outside using creative resource. Recently, with the trends of present age and the educational needs, research about creativity is actively carried out and it draws out the results that creativity can be developed and enhanced through education and training. So, now many researches have focused on how to develop the creativity. Investigating those researches, we found that the recent issues of researches on creativity were changing and now they focused on creative instruction methods and behavioral factors. Especially, they were selected as the subject related to the creative education - creative instructional method and program, atmosphere in classroom, and factors of teacher. It means that the past researches which were a little bit conceptive have been changing to material ones which will be able to enhance creativity and its effect. So, in this research, we have developed the program for CPS(Creativity Problem Solving) and verified its effect.

• Research in Mathematical Education
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• v.16 no.4
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• pp.233-244
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• 2012

The purpose of this study is to investigate the relationship between creativity development and debate in solving a probability task. We developed the probability task with instructional strategies facilitating debating among students. 33 students in grade 11 who were identified as gifted participated in this study. The findings indicated that debating leads students to critical and reflective thinking on prior learning regarding probability concepts, which nurtured creative ideas on sample space.

• Research in Mathematical Education
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• v.9 no.2 s.22
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• pp.175-182
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• 2005

This paper will present two activity cases for developing mathematical creativity at The Center for Science Gifted Education (CSGE) of Chongju National University of Education of Korea. One is 'the magic card mystery'; the other is 'mathematicians' efforts to solve equations'.

• The Mathematical Education
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• v.46 no.2 s.117
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• pp.227-237
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• 2007

This research analyzes students' response types in the creativity assessment by using pattern block, geoboard, and pantomino. 74 students from third grade to sixth grade participated in this research. 15 minutes were given to pattern block and geoboard questions. 74 students showed 393 answers in pattern block question and 590 answers in geoboard question. In pantomino, 20 minutes were given and 54 students showed 443 types of answers. The results are as follows: First, in the students' responses, tendency of using particular piece or figure, which presents conjoining in a piece selection and positioning, showed strongly. For example, usage of hexagon and trapezoid pieces were higer in pattern block and usage of L, P, and I pieces were higer in pentomino. Second, it is confirmed that creativity's subordinate factors, fluency, flexibility, and originality, are separate from each other. To illustrate, in pattern block, three students', who showed 11 types of responses in fluency, flexibility responses were each 5, 6, and 8 types. Specially, among those studenys, only one could achieve a point in originality. Third, students' response types categorized in this research could be used for a bae-data to mark grades on originality.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.23-41
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• 2010

This research applies the climbing learning method that, a Japanese professor, Saito Noboru established and practiced, to fourth and sixth graders in an elementary school in order to analyze its effect on mathematical creativity, attitude toward mathematical creativity, so called CAS(Creative Attitude Scale) and academic achievement of the subject. The goal is to explore methods that can enhance students' mathematical creativity. To address these tasks, the research developed a teaching-learning scheme and learning structure chart that applies the climbing learning method. Next, the research organized two homogeneous groups among 124 students in fourth and sixth grades in S elementary school, located in the city of Busan. The experiment group went through classes that applied climbing learning method, while the control group received regular teaching. The following describes the research findings. After the experiment, the research conducted t-test for the independent sample based on the test result in terms of mathematical creativity, CAS and academic achievement of the subject. For mathematical creativity, all four constructing factor showed statistically significant differences at significance level of 5%. For CAS, statistically significant difference was revealed at significance level of 0.1%. However, in regard to a test of academic achievement for fourth and sixth graders, statistically significant difference was not detected at significance level of 5% even though the average score of the students in the experiment group was higher by 6 points. The research drew the following conclusion. Firstly, classes that apply climbing learning method can be more effective than regular classes in enhancing mathematical creativity of elementary school students. Secondly, the climbing learning method has positive impact on inclination for mathematical creativity of elementary school students. The research suggests that the climbing learning method can be an effective teaching-learning tool to improve students' mathematical creativity and inclination for mathematical creativity.

• The Mathematical Education
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• v.53 no.3
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• pp.399-412
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• 2014

The purpose of this article is to suggest using cooperative microteaching in pre-service mathematics teachers education based on their perceptions of it after actual application case. The background of this study is that cooperative learning came into the highlight as a good method to cultivate teachers' competencies for creativity and character education as well as students' creativity and character in the mathematics classroom. 20 pre-service mathematics teachers participated in their cooperative microteaching and 16 of them responded to the survey. The collected data showed that the merits of cooperative microteaching are to ease the burden of preparing for class, to discuss how to teach mathematics, to debate what lesson is better, to receive valuable feedback form their peer, and so on. Also, it provided them with the chance for self-improvement in that they kept to make up for the week points in their teaching behavior. Meanwhile, they wanted longer time to experience their teaching and their own lesson.

• The Mathematical Education
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• v.52 no.3
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• pp.399-422
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• 2013

이 연구의 목적은 수학 교수 학습에서 수학에서의 기본과 창의성에 대한 한국 초등교사들의 인식에 대하여 분석해 보는 것이다. 모든 국가의 경제나 교육에 있어서 수학에서의 기본과 창의성을 강화하는 것이 가장 중요한 문제이다. 그 동안 수학에서의 기본과 창의성에 대한 한국 초등교사들의 인식에 대하여 연구한 사례는 거의 없었다. 이 연구를 위한 연구 방법으로 116명의 초등학교 교사들에게 설문지를 통하여 수학에 대한 기본 및 창의성에 대한 인식을 분석하였고, 개방형 질문을 사용하여 필요한 교사들을 대상으로 반구조적인 면담을 실시하였다. 교사들이 수학의 기본과 창의성에 대하여 중요한 것으로 강조를 하고 있으나 수학과의 교수 학습에서 학생들에게 이를 적절하게 강화시키는 데는 어려움을 가지고 있었다. 연구의 결과 교사들이 수학의 기본과 창의성에 대하여 교수 학습에서 학생들에게 이를 적절하게 지도하는 할 수 있도록 하기 위한 예비교사 및 현직교사들의 교육이 필요함을 지적하였다. 그리고 수학교육에서 학생들의 기본 및 창의성을 신장을 돕기 위하여 교사들에게 풍부한 자료의 제공이 필요함을 제안하였다.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.77-82
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• 2010

This study assumes alternative character of the operation of gifted class in middle school. The case that operated the voluntary mathematics club for one year was analyzed and the educational effect was considered. First, the examination instrument for choosing the members of mathematics club was developed and used. Second, diverse teaching and learning materials for improving creativity and mathematical ability of the members were used. Third, the difference of learning result between the experiment group and control one who joined the activities of mathematics club was analyzed.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.603-617
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• 2012

The 2011 Revision of the National Mathematics Curriculum, amended based on the 2009 Curriculum version, focuses on three important issues: 1) 20% reduction of the previous curriculum contents; 2) improvement of students' creativity through mathematical processes; 3) flexible management of curriculum. Despite the importance in applications, it has not provided a manual for textbook authors and teachers. Consequently, they are likely to encounter difficulties in interpreting goals of learning achievements. This paper identifies the purposes and contents of achievement standards, and discusses how to implement it at school.

• Journal for History of Mathematics
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• v.12 no.1
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• pp.45-52
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• 1999

This study is an analysis on the Arithmetic education curriculum of elementary school in Japan that will become effective from April 1, 2002. In new curriculum, loaming are highly reduced and mediated. This curriculum is characterized by the slow and interesting Arithmetic education focusing on creativity, student-based Arithmetic education, and real life-related Arithmetic education.