• Title, Summary, Keyword: mathematically gifted elementary students

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Mathematical Reasoning Ability and Error Comparison through the Descriptive Evaluation of Mathematically Gifted Elementary Students and Non-Gifted Students (초등수학영재와 일반학생의 서술형 평가를 통한 수학적 추론 능력 및 오류 비교)

  • Kim, Dong Gwan;Ryu, Sung Rim
    • Journal of Elementary Mathematics Education in Korea
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    • v.18 no.1
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    • pp.123-148
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    • 2014
  • The purpose of this study is to figure out the perceptional characteristics of mathematically gifted elementary students by comparing the mathematical reasoning ability and errors between mathematically gifted elementary students and non-gifted students. This research has been targeted at 63 gifted students from 5 elementary schools and 63 non-gifted students from 4 elementary schools. The result of this research is as follows. First, mathematically gifted elementary students have higher inductive reasoning ability compared to non-gifted students. Mathematically gifted elementary students collected proper, accurate, systematic data. Second, mathematically gifted elementary students have higher inductive analogical ability compared to non-gifted students. Mathematically gifted elementary students figure out structural similarity and background better than non-gifted students. Third, mathematically gifted elementary students have higher deductive reasoning ability compared to non-gifted students. Zero error ratio was significantly low for both mathematically gifted elementary students and non-gifted students in deductive reasoning, however, mathematically gifted elementary students presented more general and appropriate data compared to non-gifted students and less reasoning step was achieved. Also, thinking process was well delivered compared to non-gifted students. Fourth, mathematically gifted elementary students committed fewer errors in comparison with non-gifted students. Both mathematically gifted elementary students and non-gifted students made the most mistakes in solving process, however, the number of the errors was less in mathematically gifted elementary students.

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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 the Relations between Co-cognitive Factors and Leadership of Elementary Mathematically Gifted Students and General Students (초등수학영재 및 일반학생의 인지적 조합요인과 리더십의 관계 연구)

  • Lee, Jeong Im;Ryu, Sung Rim
    • Journal of Elementary Mathematics Education in Korea
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    • v.16 no.3
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    • pp.337-358
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    • 2012
  • The purpose of this study is to find out the relation between co-cognitive factors, personal affective and characteristic features as the basis that prompts talented behaviors and leadership. The subjects of the study were 77 elementary mathematically gifted students attending at the gifted education center affiliated with University of Education in D metropolitan city and 110 elementary students in metropolitan city and provinces. The results of this study are as follows. First, elementary mathematically gifted students had higher levels than general students in every subdirectory of co-cognitive factors and the difference was statistically significant. Second, there was a difference between leadership of elementary mathematically gifted students and that of general students. Also, the level of gifted students' leadership was higher than the latter. Third, when it comes to the relation between co-cognitive factors and leadership, both of gifted students and general students showed positive correlation between subdirectory of co-cognitive factors and that of leadership. Consequently, development of co-cognitive factors will lead to improvement of leadership since co-cognitive factors positively influence on leadership. Therefore, it is desirable that co-cognitive factors are considered when developing a program for leadership.

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The Relationship between Family System and Career Attitude Maturity of Mathematically Gifted and Non-Gifted Elementary Students (초등수학영재와 일반학생의 가족체계와 진로태도성숙에 대한 관계 분석)

  • Jang, Kyung Ja;Choi, Jae Ho
    • Journal of Elementary Mathematics Education in Korea
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    • v.17 no.3
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    • pp.523-539
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    • 2013
  • The object of this study is to compare and analyze mathematically gifted and non-gifted elementary students in the family system and career attitude maturity, understand the characteristics of the former, and provide assistance for career education for both groups. The subjects include 145 mathematically gifted elementary students (73 fifth graders, 72 sixth graders) and 167 non-gifted students (78 fifth graders, 89 sixth graders) in G educational agencies. Materials for the experiment include amended family system test and career attitude maturity test. While t-test was conducted to solve the first research question, Pearson's correlation analysis was performed to solve the other one. The research findings were as follows: First, mathematically gifted elementary students, compared to non-gifted students, turned out to have higher rates of the family system and career attitude maturity rate and showed statistically meaningful positive relationship. Second, the lower components of the family system and career attitude maturity, there seems to be no relationship between family-flexibility and finality. However, among other components, there was a level of significance at 5% which shows statistically meaningful positive relationship. In summary, this found that the family system is able to have an effect on the career attitude maturity for both mathematically gifted elementary students and non-gifted students. Hence, it need to be considered the components of family system when the teacher guides mathematically gifted elementary students and non-gifted students associated with their career.

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A Comparison between Methods of Generalization according to the Types of Pattern of Mathematically Gifted Students and Non-gifted Students in Elementary School (초등수학영재와 일반학생의 패턴의 유형에 따른 일반화 방법 비교)

  • Yu, Mi Gyeong;Ryu, Sung Rim
    • School Mathematics
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    • v.15 no.2
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    • pp.459-479
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    • 2013
  • The Purpose of this study was to explore the methods of generalization and errors pattern generated by mathematically gifted students and non-gifted students in elementary school. In this research, 6 problems corresponding to the x+a, ax, ax+c, $ax^2$, $ax^2+c$, $a^x$ patterns were given to 156 students. Conclusions obtained through this study are as follows. First, both group were the best in symbolically generalizing ax pattern, whereas the number of students who generalized $a^x$ pattern symbolically was the least. Second, mathematically gifted students in elementary school were able to algebraically generalize more than 79% of in x+a, ax, ax+c, $ax^2$, $ax^2+c$, $a^x$ patterns. However, non-gifted students succeeded in algebraically generalizing more than 79% only in x+a, ax patterns. Third, students in both groups failed in finding commonness in phased numbers, so they solved problems arithmetically depending on to what extent it was increased when they failed in reaching generalization of formula. Fourth, as for the type of error that students make mistake, technical error was the highest with 10.9% among mathematically gifted students in elementary school, also technical error was the highest as 17.1% among non-gifted students. Fifth, as for the frequency of error against the types of all patterns, mathematically gifted students in elementary school marked 17.3% and non-gifted students were 31.2%, which means that a majority of mathematically gifted students in elementary school are able to do symbolic generalization to a certain degree, but many non-gifted students did not comprehend questions on patterns and failed in symbolic generalization.

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Application of '圓容三方互求' as a Mathematically Challenging Problem for Mathematically Gifted Elementary Students (초등 수학영재의 도전적 문제 상황을 위한 원용삼방호구(圓容三方互求)의 활용)

  • Chang, Hyewon
    • Journal for History of Mathematics
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    • v.29 no.1
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    • pp.17-30
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    • 2016
  • This study focused on the selection and application of mathematical problems to provide mathematically challenging tasks for the gifted elementary students. For the selection, a mathematical problem from <算術管見> of Joseon dynasty, '圓容三方互求', was selected, considering the participants' experiences of problem solving and the variety of approaches to the problem. For the application, teaching strategies such as individual problem solving and sharing of the solving methods were used. The problem was provided for 13 mathematically gifted elementary students. They not only solved it individually but also shared their approaches by presentations. Their solving and sharing processes were observed and their results were analyzed. Based on this, some didactical considerations were suggested.

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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Comparison of Perception Differences about Stereotype of a Mathematician between the Mathematically Gifted Students and Non-gifted Students in Elementary School (초등수학영재와 일반학생의 수학자 이미지에 대한 인식 비교)

  • Kim, Hyeon Jeong;Ryu, Sung Rim
    • Education of Primary School Mathematics
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    • v.17 no.1
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    • pp.17-40
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    • 2014
  • To improve elementary mathematics education teaching and learning method and environment, the survey of elementary school students' attitude toward mathematics and their images on mathematician was conducted to mathematically gifted students and non-gifted students of 6th grade of elementary school. The study results show that mathematically gifted elementary students have deeper understanding of mathematician and their works than non-gifted students. But they are not enthusiastic to be a mathematician. On average, awareness of domestic mathematician is turned to be significantly low. And most students don't know well of mathematician. Since this study was applied to the limited range of objects, significant results were not shown in external and internal image of mathematician. Thus, the future study needs to generalize the study results by compensating this defect and developing various materials to improve students' attitude toward mathematics and images of mathematician.

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.

Development and Application of a Program Using Sphinx Puzzle for the Mathematically Gifted Elementary Students (초등수학영재를 위한 스핑크스 퍼즐 프로그램 개발과 적용사례)

  • Hwang, Ji Nam
    • 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.