• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.589-608
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• 2015

The inquiry subject of this paper is the number of convex polygons one can form by attaching the seven pieces of a tangram. This was identified by two mathematical proofs. One is by using Pick's Theorem and the other is 和々草's method, but they are difficult for elementary students because they are part of the middle school curriculum. This paper suggests new methods, by using unit area and the minimum area which can be applied at the elementary level. Development of programs for the mathematically gifted elementary students can be composed of 4 class times to see if they can prove it by using new methods. Five mathematically gifted 5th grade students, who belonged to the gifted class in an elementary school participated in this program. The research results showed that the students can justify the number of convex polygons by attaching edgewise seven pieces of tangrams.

• Journal of Gifted/Talented Education
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• v.27 no.1
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• pp.37-57
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• 2017

In terms of making more various geometrical figures than existing Tangram, Sphinx Puzzle has been used as a material for the gifted education. The main research subject of this paper is to verify how many convex polygons can be made by all pieces of a Sphinx Puzzle. There are several previous researches which dealt with this research subject, but they did not account for the clear reasons on the elementary level. In this thesis, I suggest using unit area and minimum area which can be proved on the elementary levels to account for this research subject. Also, I composed the program for the mathematically gifted elementary students, regarding the subject. I figured out whether they can make the mathematical justifications. I applied this program for three 6th grade students who are in the gifted class of the G district office of education. As a consequence, I found that it is possible for some mathematically gifted elementary students to justify that the number of convex polygons that can be made by a Sphinx Puzzle is at best 27 on elementary level.

• 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.

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.1-8
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• 2016

Strengthening self-directed learning ability is established as one of the goals of gifted education in Korea. In addition, it should be noted that self-directed learning can be realized in variety of ways as favorable conditions and environments are fostered to provide gifted education utilizing program. in the recent days. But, gifted learning programs for programming are programmed for information gifted student. Therefore, we have analyzed in this study the effects of improvement on self-directed learning ability of mathematically gifted student through class utilizing app inventor program for self-directed learning ability. Built up from the 4th and 5th grade to elementary math one class for gifted children complete by making math quiz, we use the app inventor to activity. The result of experiment showed very significant difference in the post-survey to less than .002 in the pre-survey in terms of three domains, which are intrinsic motivation, the openness of learning opportunities and autonomy which corresponds to sub-elements of self-directed learning ability. We could verify from the result of the study that mathematically gifted student learning program utilizing app development activity have positive effects on self-directed learning ability of mathematically gifted students.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.747-761
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• 2016

The purpose of this research is to study the perception of mathematical creativity through gifted elementary mathematics students. The analysis on perception for mathematical creativity was done by testing 200 elementary school students in grades 4, 5, and 6 who are receiving gifted education in elementary mathematics gifted class operated by ${\bigcirc}{\bigcirc}$ City Dept of Education through the questionnaire that was developed based on Rhodes' 4P theory. This survey asked them to name what they think is the most creative from educational programs they have as far received. Then we analyzed the reason for the students' choice of the creativity program and interviewed the teachers who had conducted chosen program. As a result of analyzing the data, these students chose as mathematical creativity primarily creative problem solving, task commitment, and interest in mathematics in such order. This result is explained through analyzing the questionnaire that was based on Rhodes' 4P theory on areas of process, product and press. The perception of mathematical creativity by the gifted mathematical students not only helps to clarify the concept of mathematical creativity but also has implication for future development for gifted education program.

• School Mathematics
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• v.13 no.1
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• pp.175-187
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• 2011

The purpose of this study is to develop and utilize various kinds of mathematics teaching materials for gifted class in elementary school by utilizing polyominoes and a what-if-not strategy. Blokus is used to let students understand the characteristics of polyominoes, and omok is utilized to let them grasp interior point. Thus, the activities that utilized the new materials, blokus and omok, are developed to teach Pick's theorem. Besides, recreation activities were additionally prepared to provide education in an easy, intriguing and creative manner. The findings of the study is as follows: First, each of the materials was utilized in a different manner when the students engaged in basic and enrichment learning. Second, the mathematically gifted students were able to discover Pick's theorem in the course of utilizing the materials that contained recreational elements. Third, the students were taught to foster their problem-solving skills about area, girth and interior point by making use of the materials that were designed to be linked to each other. Fourth, existing programs were just designed to attain particular objects, to be conducted at a fixed time and to cater to particular graders. Fifth, when the students made problems by making use of the what if (not) strategy and the materials, they responded in diverse ways and were able to apply them.