• Title/Summary/Keyword: curriculum for the mathematically gifted

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The Effect of Team Project Activity for Game Making on the Community Care and Organizational Managerial Capacity of Elementary Mathematically Gifted Students (게임개발을 위한 팀 프로젝트 활동이 초등수학영재의 공동체배려와 조직관리능력 기술에 미치는 효과)

  • Hwang, Yong Won;Son, Hong Chan
    • Education of Primary School Mathematics
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    • v.18 no.3
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    • pp.175-190
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    • 2015
  • This study investigated the effect of team project activity for game making on the elementary mathematically gifted students' community care and organizational management capacity. 7 mathematically gifted students of 4th grade are selected and participated. After 15 hours activities during 2 months of team project on game making, their community care and organizational management capacity were improved. This results suggested that leadership education is possible in mathematics curriculum for mathematics gifted students.

Who are the Mathematically Gifted? Student, Parent and Teacher Perspectives

  • Bicknell, Brenda
    • Research in Mathematical Education
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    • v.13 no.1
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    • pp.63-73
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    • 2009
  • This paper reports on student, parent, and teacher perspectives of the characteristics of the mathematically gifted. The data are extracted from a two-year qualitative study that examined multiple perspectives, school policy documents and program provision for 15 mathematically gifted and talented students aged from 10 to 13 years. The findings have implications for identification and program provision.

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A Comparative Study on Curricula for the Mathematically Gifted in Gifted Education Institutes attached Metropolitan Office of Education (초등수학분야 영재교육원의 교육내용 사례 비교 연구)

  • Kim, Sang Mee
    • School Mathematics
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    • v.15 no.2
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    • pp.429-442
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    • 2013
  • The purpose of this study was to examine the curricula for mathematically gifted focused on contents and graded sequences of those. Three cases of the curricula for the mathematically gifted including teachers' lesson plans and activity sheets for students were collected from gifted education institutes attached the Metropolitan Office of Education. By qualitative analysis, three cases are compared. The first, in a view of educational contents on mathematics, characteristics of the educational programs were investigated. The second, how these contents were arranged according to grades was inquired. On the basis of the results, further studies can be proposed as follows. First, there is a need to study the criteria for setting the educational contents and the sequences of education for the mathematically gifted connecting elementary mathematics education curricula. Second, it is necessary to form the networks in which can allow communication among teachers and researchers for the mathematically gifted.

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Comparative Study between Mathematically Gifted Elementary Students and Non-Gifted Students in Communication Skills and Self-Directed Learning Ability (초등수학영재와 일반학생의 의사소통 능력 및 자기주도적 학습능력 비교)

  • Lee, Hye Ryeong;Choi, Jae Ho
    • School Mathematics
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    • v.15 no.3
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    • pp.585-601
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    • 2013
  • The purpose of this study is to investigate the relationship of communication skills and self-directed learning ability between mathematically gifted elementary students and non-gifted students. The subjects include 126 mathematically gifted elementary students from gifted education centers and gifted classes in elementary schools in D Metropolitan City and 124 non-gifted students that were non categorized as gifted students or special children in the same city. Employed in the study were the tests of communication skills and self-directed learning ability. Through this study, there are notable differences in communication skills and self-directed learning ability between mathematically gifted students and non-gifted students. Thus, those communication skills and self-directed learning ability should be taken into account when organizing and running a curriculum. In addition, developing a program for mathematically gifted students, as well as in teaching and learning communication skills and self-directed learning ability sufficient to consider the interrelationships between.

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A Study on Analyzing and Assessing the Divergent Products of the Mathematically Gifted 5th Grade Students in Elementary Schools (초등학교 5학년 수학 영재 학생의 확산적 산출물의 분석 및 평가에 관한 연구)

  • Lim, Mun-Kyu
    • Journal of Elementary Mathematics Education in Korea
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    • v.10 no.2
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    • pp.171-194
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    • 2006
  • As it is not long since the gifted education was implemented in elementary school, it is necessary to accumulate the practical studies on the mathematically gifted education. This paper focused on enhancing creativity by providing the various and divergent thinking activities for mathematically gifted students. For this purpose, I prepared two mathematics problems, and , and let the mathematically gifted 5th grade students solve them. After that, I investigated to analyse their reactions in detail and tried to find the methods for assessing their divergent products. Finally, I found that they could pose various and meaningful calculating equations and also identify the various relations between two numbers. I expect that accumulating these kinds of practical studies will contribute to the developments of gifted education, in particular, instructions, assessments, and curriculum developments for the mathematically gifted students in elementary schools.

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A Study on Investigating and Analyzing the Mathematical Problems Posed by the Mathematically Gifted 5th Grade Students in Elementary School (초등 5학년 수학영재 학생이 만든 수학문제에 관한 조사.분석)

  • Lim, Mun-Kyu
    • School Mathematics
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    • v.15 no.4
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    • pp.701-721
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    • 2013
  • In this study, I set the 5th grade children mathematically gifted in elementary school to pose freely the creative and difficult mathematical problems by using their knowledges and experiences they have learned till now. I wanted to find out that the math brains in elementary school 5th grade could posed mathematical problems to a certain levels and by the various and divergent thinking activities. Analyzing the mathematical problems of the mathematically gifted 5th grade children posed, I found out the math brains in 5th grade can create various and refined problems mathematically and also they did effort to make the mathematically good problems for various regions in curriculum. As these results, I could conclude that they have had the various and divergent thinking activities in posing those problems. It is a large goal for the children to bring up the creativities by the learning mathematics in the 2009 refined elementary mathematics curriculum. I emphasize that it is very important to learn and teach the mathematical problem posing to rear the various and divergent thinking powers in the school mathematics.

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An Analysis on the Mathematics Curriculum of Gifted High School - Focusing on Content Area and Subject Competency- (영재학교 수학과 교육과정 분석 -내용 영역과 교과 역량을 중심으로-)

  • Lee, Eungyeong;Jeon, Youngju
    • 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.

The Effects of 4D-Frame Teaching upon Mathematically Gifted Elementary Students' Mathematical Creativity and Spatial Sense (4D 프레임 활용 학습이 초등 수학영재학생의 공간감각 및 수학적 창의성에 미치는 영향)

  • Lee, Ju Yong;Choi, Jae Ho
    • Education of Primary School Mathematics
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    • v.16 no.1
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    • pp.1-20
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    • 2013
  • The aim of this study was to develop a gifted educational program in math-gifted class in elementary school using recently developed 4D-frame. This study identified how this program impacted on spatial sense and mathematical creativity for mathematically gifted students. The investigation attempted to contribute to the developments for the gifted educational program. To achieve the aim, the study analysed the 5 and 6th graders' figure learning contents from a revised version of the 2007 national curriculum. According to this analysis, twelve learning sections were developed on the basis of 4D-frame in the math-gifted educational program. The results of the study is as follows. First, a learning program using 4D-frame for spatial sense from mathematically gifted elementary school students was statistically significant. A sub-factor of spatial visualization called mental rotation and sub-factors of spatial orientations such as sense of distance and sense of spatial perception were statistically significant. Second, the learning program that uses 4D-frame for mathematical creativity was statistically significant. The sub-factors of mathematical creativity such as fluency, flexibility and originality were all statistically significant. Third, the manipulation properties of 4D-frame helped to understand the characteristics of various solid figures. Through the math discussions in the class, participants' error correction was promoted. The advantage of 4D-frame including easier manipulation helped participants' originality for their own sculpture. In summary, this found that the learning program using 4D-frame attributed to improve the spatial sense and mathematical creativity for mathematically gifted students in elementary school. These results indicated that the writers' learning program will help to develop the programs for the gifted education program in the future.

A Study of Curriculum Development for Mathematically Gifted Students

  • Choe, Young-Han
    • Research in Mathematical Education
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    • v.1 no.1
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    • pp.95-106
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    • 1997
  • Even though there are extracurricular mathematics classes for gifted students in all levels of schools in Korea, teachers cannot conduct the classes properly because the contents of the textbook are not adequate for the purpose of the classes. So, what they tend to do in the classes is just drilling with many problems which have already shown up at university entrance examinations and various mathematics competitions. The purpose of this paper is to give an example of what the content should be in "Mathematics III" (an elective subject for the science high school students according to the fifth and sixth amendment of national curriculum) and to suggest how to design the extracurricular classes for gifted students. Extracurricular classes of the ordinary secondary school as well as the elective course for the science high school can be suitably designed with choices of topics in the contents of Mathematics III.

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A Comparison on the Relations between Affective Characteristics and Mathematical Reasoning Ability of Elementary Mathematically Gifted Students and Non-gifted Students (초등 수학영재와 일반학생의 정의적 특성과 수학적 추론 능력과의 관계 비교)

  • Bae, Ji Hyun;Ryu, Sung Rim
    • Education of Primary School Mathematics
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    • v.19 no.2
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    • pp.161-175
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    • 2016
  • The purpose of this study is to measure the differences in affective characteristics and mathematical reasoning ability between gifted students and non-gifted students. This study compares and analyzes on the relations between the affective characteristics and mathematical reasoning ability. The study subjects are comprised of 97 gifted fifth grade students and 144 non-gifted fifth grade students. The criterion is based on the questionnaire of the affective characteristics and mathematical reasoning ability. To analyze the data, t-test and multiple regression analysis were adopted. The conclusions of the study are synthetically summarized as follows. First, the mathematically gifted students show a positive response to subelement of the affective characteristics, self-conception, attitude, interest, study habits. As a result of analysis of correlation between the affective characteristic and mathematical reasoning ability, the study found a positive correlation between self-conception, attitude, interest, study habits but a negative correlation with mathematical anxieties. Therefore the more an affective characteristics are positive, the higher the mathematical reasoning ability are built. These results show the mathematically gifted students should be educated to be positive and self-confident. Second, the mathematically gifted students was influenced with mathematical anxieties to mathematical reasoning ability. Therefore we seek for solution to reduce mathematical anxieties to improve to the mathematical reasoning ability. Third, the non-gifted students that are influenced of interest of the affective characteristics will improve mathematical reasoning ability, if we make the methods to be interested math curriculum.