• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.381-395
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• 2010

The purpose of this paper is to examine the competence and the methods of problem solving in four operations word problems based on the informal knowledges by five-year-old children. The numbers which are contained in problems consist of the numbers bigger than 5 and smaller than 10. The subjects were 21 five-year-old children who didn't learn four operations. The interview with observation was used in this research. Researcher gave the various materials to children and permitted to use them for problem solving. And researcher read the word problems to children and children solved the problems. The results are as follows: five-year-old children have the competence of problem solving in four operations word problems. They used mental computation or counting all materials strategy in addition problem. The methods of problem solving were similar to that of addition in subtraction, multiplication and division, but the rate of success was different. Children performed poor1y in division word problems. According to this research, we know that kindergarten educators should be interested in children's informal knowledges of four operations including shapes, patterns, statistics and probability. For this, it is needed to developed the curriculum and programs for informal mathematical experiences.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.319-335
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• 2013

Chinese mathematical curriculum is divided 4 areas(number and algebra, space and figure, statistics and probability, practice and synthetic application). The purpose of this paper is to analyze the contents of the practice and synthetic application in yanbian elementary textbook. For this, 12-textbook which was published in yeonbeon a publishing company is analyze by topic, mathematical process, area of content and mathematical activity. mathematical process The following results have been drawn from this study. First, contextual backgrounds of practice are restricted in classroom. The contents of synthetic application are limited in connection of mathematical areas. Mathematical problem solving is a main in mathematical process, whereas reasoning activity is a few. Mathematical experience activity is a main in mathematical process, whereas synthetic activity is a few. We can use the suggestions of this paper for development of textbook and the contents of mathematical process.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.65-84
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• 2005

The purpose of this study was to analyze the contents and designs of the developed 22 teaching and programs for the gifted students in elementary mathematics. The focus of the analysis were the participants and the characteristics of the contents, and were to reflect them on the areas of the 7th elementary mathematics curriculum and Renzulli's Enrichment Triad Model. The results of the study as follows: First, the programs for the low grade gifted students are very few compared to those of the high grade students. For earlier development of the young gifted students, we need to develop more programs for the young gifted students. Second, there are many programs in the area of geometry, whereas few programs are developed in the area of measurement. We need to develop programs in the various areas such as measurement, probability and statistics, and patterns and representations. Third, most programs do not follow the steps of the Renzulli's Enrichment Triad Model, and the frequency of appearance of the steps are the 1st, 2nd, and 3rd enrichments, sequentially. We need to develop hierarchical programs in which the sequency and relations are well orchestrated. Fourth, the frequency of appearance is as follows as sequentially: types of exploration of topics, creative problem solving, using materials, project types, and types of games and puzzles. In the development of structure of the program, the following factors should be considered: name of the chapter, overview of the chapter, objectives, contents by steps, evaluation, reading materials, and extra materials.

• Journal of the Korean Society of Radiology
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• v.14 no.2
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• pp.121-127
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• 2020

The era of the Fourth Industrial Revolution is increasingly demanding mathematical competencies for virtual reality (VR), artificial intelligence (AI) and the like. In this context, this study intended to identify the basic mathematical competency levels of university freshman students in radiology department and to provide basic data thereon. For this, the diagnostic assessment of basic learning competencies for the domain of mathematics was conducted from June 17, 2019 to June 28, 2019 among 78 freshman students of radiology department at S university and D university. As a result, the university students' overall basic mathematical competency levels were diagnosed to be excellent. However, their levels in the sectors of the geometry and vector and the probability and statistics were diagnosed to be moderate, with the mean scores of 2.61 points and 2.64 points, respectively, which were found to be lower than those of the other sections. As for basic mathematical competency levels according to genders, the levels of male students and female students were diagnosed to be excellent, with the mean scores of 17.48 points and 16.29 points, respectively, showing no statistically significant difference (p>0.05). Given the small number of subjects and regional restriction, there might be some limitations in the generalization of the findings of the present study to all university freshman students and all departments. The above results suggest that it is necessary to implement various programs such as student level-based special lectures for enhancing basic mathematical competencies relating to major in order to improve the basic mathematical competencies of freshman students in radiology department, and that it is necessary to increase the students' mathematical competencies by offering major math courses in the curriculum and applying teaching-learning methods matching students' levels.