• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.281-287
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• 2010

Conventional paper-based assessment methods for Gifted students to be selected are changed into observed and recommended method, and this is focus on developing the potential of gifted students. Information is subject to the school curriculum does not address the important observation because of recommendations from teachers' attention away from ideas on how recommendations are being observed is very low. To solve this problem, existing information about gifted education gifted characteristics of the subjects studied by analyzing the proposal and recommended elements of a feasibility study is to describe. The results of this study recommended that teachers or teachers' information, observing the subjects in the field of gifted education is likely to take advantage of them when detail.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.175-202
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• 2001

The purpose of this work is to analyze various mathematics programs and related studies for gifted students of secondary school, to extract meaningful suggestions, and to develop some mathematics materials to realize our suggestions. We analyzed mathematics curriculum drafts for gifted students(by KEDI), mathematics program for the gifted students of Russia, and mathematics programs of some specialist of gifted education. We were able to extract some important aspects for developing teaching & teaming materials. Especially in this study we took notice of systematization of mathematical problems, and suggested a model of systematization of mathematical problems.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.807-830
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• 2010

The purpose of this study is to analyze the strength and weakness of intelligences appeared by the profile of multiple intelligences of the mathematical gifted children and their parents. The subjects of this study were 73 students and 73 their parents from D-Education Center for Gifted Children. Their multiple intelligences were measured by a self-scaling test of Korean-Multiple Intelligence Development Assessment Scale, at July in 2009. The conclusions of this study are as follows: The strengths of multiple intelligences of the gifted children in mathematics are logical-mathematical intelligence, intrapersonal intelligence. And, the weakness of multiple intelligences of the gifted in elementary mathematics is bodily-kinesthetic intelligence. This result is similarly in their parents' self-scaling test of KMIDAS. Therefore, formal educational curriculum of the gifted in elementary mathematics is required which can stimulate all kinds of intelligences.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.217-228
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• 2018

The purpose of this study is to develop STEAM program for gifted education by combining educational contents of humanities, arts, engineering, technology, and design into various subjects, focusing on mathematics-science curriculum of elementary school. The achievement standards and curriculum contents of elementary mathematics-science curriculum were analyzed while considering 2015 revised national curriculum. And then, a 16 class-hour convergence education program consisting of 3-hour block time was developed by applying the STEAM model with 4 steps. The validity of the program developed through this process was verified, and four educational experts evaluate whether the program can be applied to the elementary school. Based on the evaluation results, the convergence education program was finalized. As a result of implementing the gifted education program for mathematics-science, students achieved the objectives and values of convergence education such as creative design, self-directed participation, cooperative learning, and interest in class activities (game, making). If this convergence education program is applied to regular class, creative experiential class, or class for gifted children, students can promote their scientific creativity, artistic sensitivity, design sence, and so on.

• 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.

• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.89-110
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• 2004

The purpose of this study is to identify the significant characteristics shown in the field of mathematics by a gifted child, the educational curriculum for this child, and to find what has to be set in place in the areas of teacher's teaching methods and programs. The important aspect of these ideas is that one has to completely understand and know the characteristics of the gifted in order to give them the opportunity to discover their underlying talents and to develop upon those skills by giving them suitable and appropriate education for their intellectual state. This study focuses on the thoughts and behavior of a gifted male child, from his third to fifth grade, and the study shows the results and analysis of data gathered from close observation and interview, and a collection of documents gathered from the child. This study is analyzed from three different perspectives: 1. The typical life and surroundings of this gifted child, and how he was raised in this particular environment. This also shows the significant event that allowed others to recognize him as gifted. 2. Identification of how a gifted child's mind works in the field of mathematics. This attempts to analyze methods the child uses to arrive at a solution to a problem. 3. Exploration of mathematical attitude of the child. This shows the child's interest in mathematics, and the willingness to find better and more efficient ways to reach a solution. This also shows the child's ability to explain his purpose and methods of problem solving in detail, and the focus and clarity in communication of mathematics. This study will enlighten the readers with information on the importance of advanced education specifically designed for the gifted. In development of advanced education programs, it is necessary to comprehend the minds of the mathematically gifted, and furthermore, this will help in defining an appropriate teaching method and curriculum for a better equipped educational system.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.37-52
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• 2017

The purpose of this thesis is to analyze the current status of a program for an elementary math class for gifted students in Daegu and to propose a remedy. The main results of this thesis are as follows. First, goals of the gifted class and the basic operation direction were satisfactory, however plans for parent training programs and self evaluation of the classes were not presented. Therefore, it needs when and how to do for specific plan of gifted class evaluation and parent training programs. Second, The annual instruction plan has been restricted to the subject matter education and field trips and has not included specific teaching methods in accordance with the contents of learning program. The management of gifted classes, therefore, requires not only the subject matter education and field trips but also output presentations, leadership programs, voluntary activities, events and camps which promote the integral development of gifted students. Third, there is no duplication of content to another grade, and various activities did not cover the whole scope of math topics(eg. number and operation, geometry, measurement, pattern) equally. In accordance with elementary mathematics characteristics, teachers should equally distribute time in whole range of mathematics while they teach students in the class because it is critical to discover gifted students throughout the whole curriculum of elementary mathematics. Fourth, as there are insufficient support and operational lack of material development, several types of programs are not utilized and balanced. It is necessary for teachers to try to find the type of teaching methods in accordance with the circumstances and content, so that students can experience several types of programs. If through this study, we can improve the development, management and quality of gifted math programs, it would further the development of gifted education.

• Journal of the Korea Society of Computer and Information
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• v.18 no.10
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• pp.245-252
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• 2013

The purpose of this study is to propose the implications after investigating how gifted education affected the school achievements and academic skills of students who have experience of gifted education. In this study, academic skills include academic knowledge, creative problem solving skills, logical thinking, persuasive skills, collaborative skills, self-directed learning skills, communication skills. The survey was conducted with 1,156 science high school and science academy students who have ongoing gifted education experience and depth interviews were also analyzed with some students to gather further in-depth information. As a result, students responded that gifted education affected very positively on knowledge, collaborative skills, communication skills and increased interest in related subjects. On the other hand, it showed lower positive responses on self-directed learning skills and persuasive skills. Also, students replied gifted education did not affect the school achievements but there was an opportunity to learn how to debate, research, and experiment and practice methods. The direction of gifted education to step forward was suggested based on these results. This study can be the basis for revising gifted education curriculum.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.477-501
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• 2009

The Purpose of this study is to investigate the general trends of research on gifted education in Korea, by analyzing the articles published during the last thirty years. A total of 347 articles from 14 academic journals which are registered were yearly and synthetically analyzed. The articles were examined in terms of their topics, domains, and age and grade. The most widely researched topic was the cognitive characteristics of the gifted followed by curriculum and affective characteristics of the gifted. Studies on scientifically, generally and mathematically gifted students occupied 86% of total researches. Researches utilized elementary students as their subjects more than middle school or high school students. There is a lack of research on the problems that the gifted students face and on the assessment of gifted education institutes. Moreover, there is hardly any longitudinal study.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.681-701
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• 2010

This study examined the perception of gifted teachers toward 'conception of creativity personality education,' 'methodology of creativity personality education,' and 'support of creativity personality education' in the future gifted education. As a result, gifted teachers conceptualized creativity personality education as education to foster creative social capitals(social + moral leaders), which showed movement from gifted education focused on cognitive development into future-developmental orientation. Gifted teachers mentioned education to foster social sensitivity, creativity, and leadership as methodology of creativity personality education. More specifically, they recommended inductive curriculum in learning and teaching in order to encourage domain-specific giftedness. As pointing not to separate creativity personality education for gifted from a formal education but to deploy with conjunction with it, gifted teachers mentioned the social recognition for creativity personality education and the development of teacher's professionalism and educational programs.