• The Mathematical Education
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• v.55 no.2
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• pp.209-232
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• 2016

This study analyzed the process of steps in a program introducing Renzulli's enrichment triad model and various levels of posing open-ended problems of those who participated in the program for mathematics-gifted elementary students. As results, participants showed their abilities of problem posing related to real life in a program introducing Renzulli's enrichment triad model. From eighteen mathematical responses, gifted students were generally outstanding in terms of producing problems that demonstrated high quality completion, communication, and solvability. Amongst these responses from fifteen open-ended problems, all of which showed that the level of students' ability to devise questions was varied in terms of the problems' openness (varied possible outcomes), complexity, and relevance. Meanwhile, some of them didn't show their ability of composing problem with concepts, principle and rules in complex level. In addition, there are high or very high correlations among factors of mathematical problems themselves as well as open-ended problems themselves, and between mathematical problems and open-ended problems. In particular, factors of mathematical problems such as completion, communication, and solvability showed very high correlation with relevance of the problems' openness perspectives.

• Survey Research
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• v.18 no.4
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• pp.127-147
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• 2017

Despite the importance of questionnaires, little survey methodology research on questionnaire design has been conducted in Korea. The purpose of this study was to explore whether two questionnaire forms (close-ended vs. open-ended questions) about 'the most important problem in Korea' elicited similar responses. During the 2016 Korean General Social Survey (KGSS), a random half of respondents were asked the open-ended question form and the remaining half were asked the close-ended question form. While the economy is the most mentioned response (35% vs. 33.2%) to both close-ended and open-ended question forms, there is similarity in the order of highly mentioned responses if we consider that 'politics' is not provided as one of response categories in the close-ended question form. The order of second to fourth response category is crime (24.4%), education (15.4%), and poverty (6.3%) to the closed-ended question form, and politics (10.8%), crime (9.5%), and education (7.6%) to the open-ended question form. Also, the characteristics of respondents who responded with the economy as being the most important are slightly different between the two halves in terms of age, household income, and satisfaction with economic condition. Our findings suggest that we need to be careful when we adopt questions developed in other countries and to consider using survey experiments in pre-testing questionnaire items.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.277-293
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• 2021

The purpose of this study was to find out how problem solving learning with open-ended mathematics problems for elementary school students affects their mathematical creativity and mathematical attitudes. To this end, 9 problem solving lessons with open-ended mathematics problems were conducted for 6th grade elementary school students in Seoul, The results were analyzed by using I-STATistics program to pre-and post- t-test. As a result of the study, problem solving learning with open-ended problems was effective in increasing mathematical creativity, especially in increasing flexibility and originality, which are sub-elements of creativity. In addition, problem solving learning with open-ended problems has helped improve mathematical attitudes and has been particularly effective in improving recognition needs and motivation among subfactors. In problem solving learning with open-ended problems, students were able to share various responses and expand their thoughts. Based on the results of the study, the researchers proposed that it is necessary to continue the development of quality materials and teacher training to utilize mathematical problem solving with open-ended problems at school sites.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.19-38
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• 2011

The purpose of this study was to analyze the responses and the behavioral characteristics between mathematically promising students and normal students in solving open-ended problems. For this study, 55 mathematically promising students were selected from the Science Education Institute for the Gifted at Seoul National University of Education as well as 100 normal students from three 6th grade classes of a regular elementary school. The students were given 50 minutes to complete a written test consisting of five open-ended problems. A post-test interview was also conducted and added to the results of the written test. The conclusions of this study were summarized as follows: First, analysis and grouping problems are the most suitable in an open-ended problem study to stimulate the creativity of mathematically promising students. Second, open-ended problems are helpful for mathematically promising students' generative learning. The mathematically promising students had a tendency to find a variety of creative methods when solving open-ended problems. Third, mathematically promising students need to improve their ability to make-up new conditions and change the conditions to solve the problems. Fourth, various topics and subjects can be integrated into the classes for mathematically promising students. Fifth, the quality of students' former education and its effect on their ability to solve open-ended problems must be taken into consideration. Finally, a creative thinking class can be introduce to the general class. A number of normal students had creativity score similar to those of the mathematically promising students, suggesting that the introduction of a more challenging mathematics curriculum similar to that of the mathematically promising students into the general curriculum may be needed and possible.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.907-935
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• 2010

The purpose of this study was to investigate the effects of using open-ended problems in ability-level activities in mathematics instruction and to draw some informative conclusions in order to improve the practice of teaching and learning mathematics in the elementary school. To fulfill the purpose, the research questions were established as follows: 1. Is there any difference between the academic achievements of the experimental group(doing ability-level activities using open-ended problems) and the control group(doing general ability-level activities)? 2. Which sub-group(grouped by achievement score in pretest) get affected most by ability-level activities using open-ended problem in the experimental group? 3. What kinds of responses do students show in their ability-level activities using open-ended problems? By applying t-test and analysing the response, the conclusions were drawn as follows: First, using open-ended problems in ability-level activities has positive effects on the academic achievement of the experiment group. The mean of posttest scores of the experiment group was statistically meaningfully higher(p<.05). Second, using open-ended problems in ability-level activities affect most to the achievement of lower sub-group in the experiment group. The mean of posttest scores of lower sub-group in the experiment group was statistically meaningfully higher than that of control group(p<.05). Third, students showed various and creative response in their ability-level activities using open-ended problems.

• East Asian mathematical journal
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• v.32 no.4
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• pp.545-563
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• 2016

The aim of this study was to observe processes and implication to a given program for the 20 gifted children grade 5 by making the number from 1 to 100 with natural numbers 4,4,9 and 9. Revelation of creativity, mathematical tendency of students and meaningful responses were observed by the qualitative records of this game activity and the analysis of result. The major result of a study is as follows: The mathematical creativities of students were revealed and developed by this activity. And the mathematical attitude were changed and developed, so student could actively participate. And students could experience collaborative and social composition learning by presentations and discussion, competition with a permissive atmosphere and open-game rule. It was meaningful that mathematical ideas (negative number, square root, factorial, [x]: the largest integer not greater than x, absolute value, percent, exponent, logarithm etc.) were suggested and motivated by students themselves.

• Korean Journal of Child Studies
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• v.21 no.3
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• pp.53-68
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• 2000

This study investigated differences between the ability of children and young adults to describe their experience. Forty 5-year-olds and 40 16-year-olds viewed 12 pictures(Azmitia, 1987) and responded to open-ended, closed and misleading questions. Responses were categorized by the SPSS WIN program into rate of correctness, incorrectness, unresponsiveness and "don't know". Data were analyzed by t-test. On open-ended questions, the rate of incorrectness by young adults was higher than that of children. On closed questions, children had a higher rate of incorrectness than young adults. On misleading questions, children showed a lower performance in the rate of correctness and "don't know" and the rate of incorrectness by children was higher than that of young adults.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.539-547
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• 2023

In recent years, university education has emphasized a learner-centered education model with a change in educational paradigm. This study aims to explore students' diverse opinions and improve the quality of education by analyzing the open-ended responses of university lecture evaluations using topic modeling. To this end, a total of 45,001 open-ended responses based on the results of lecture evaluations from 2017 to 2022 in non-metropolitan universities were divided into majors and liberal arts, and a short-form optimized Biterm Topic Modeling (BTM) analysis was conducted. As a result of the analysis, major lectures were divided into "attitude toward non-face-to-face classroom experience", "attitude toward questions and discussions", "attitude toward attendance and grading", "attitude toward practical activities and presentations", and "attitude toward communication and collaboration", while liberal arts lectures were divided into "attitude toward non-face-to-face classroom experience", "attitude toward grades and evaluations", "attitude toward attendance and syllabus", "attitude toward academic knowledge and interest", and "attitude toward communication and questions". The results of this study, which analyzed various feedback from students, provide insights that can be used to compare the characteristics of majors and liberal arts courses and improve teaching and learning experiences.

• Korean Journal of Cognitive Science
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• v.21 no.2
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• pp.283-307
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• 2010

In this study, a new open-ended format math testing system for elementary school students has been proposed. This system is an application of the recently proposed Constructive Multiple-choice Testing (CMT) system on math testing. The CMT system is a testing system in which the examinee has to respond to an item twice, first in an open ended format, and then in the multiple choice format. The advantages of this system is that process information can easily be obtained and that the examinee can receive feedback immediately after the test, based on his/her multiple choice responses. This open-ended format math testing system includes the manager mode, which allows the generation of the test items and student account management, and the testing mode, which allows the students to input their solution process using the menu bar and the keyboard. When two groups, one tested using the CMT system and the other tested using the paper and pencil test, were compared, there was no significant difference in average scores between the two groups although the testing time was longer for the group tested using the CMT system. This result suggests that the open-ended format math testing system proposed in this study can be used effectively in the actual classroom setting.

• Korean Journal of Child Studies
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• v.12 no.2
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• pp.5-17
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• 1991

The purpose of the present study was to investigate developmental trends and relationships between justice and friendship. Four different interviews were administered individually to fifty 4-to 8-year old children. In the Justice domain, the interviews consisted of open-ended questions devised to investigate the children's understanding of justice and a hypothetical story dilemma based on Damon(1977). In the friendship domain, the interviews consisted of open-ended questions based on Bigelow(1975; 1977) and Damon(1977) and a hypothetical story dillema based on Selman(1981). The developmental stage of each concept was determined through content analysis of the responses each child. Statistical analysis of obtained data was by percentage and Goodman-Kruskal's ${\gamma}$. * The results showed that children's conceptions of justice and of friendship developed in an age-related manner during early and middle childhood. While there was a significant correlation between children's conceptions of justice and friendship, this result was due to age-relatedness. The results of the present study support a domain specific approach to social cognition.