• School Mathematics
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• v.16 no.1
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• pp.19-37
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• 2014

This study investigated the degree of understanding pre-service teachers' random variable concept, based on the attention and the importance for developing pre-service teachers' ability on statistical reasoning in statistics education. To accomplish this, the subject of this study was 70 pre-service teachers belonged to three universities respectively. The teachers were given to 7 tasks on random variable and requested to solve them in 40 minutes. The tasks consisted of three contents in large; 1) one was on the definition of random variables, 2) the other was on the understanding of random variables in different/diverse conditions, and 3) another was on problem solving relevant to random variable concept. The findings are as follows. First, while 20% of pre-service teachers understood the definition of random variable correctly, most teachers could not distinguish between random variable and variable or probability. Second, there was a significant difference in understanding random variables in different/diverse conditions. Namely, the degree of understanding on the continuous random variable was superior to that of discrete random variable and also the degree of understanding on the equal distribution was superior to that of unequality distribution. Third, three types of problems relevant to random variable concept dealt with in this study were finding a sample space and an elementary event, and finding a probability value. In result, the teachers responded to the problem on finding a probability value most correctly and on the contrary to this, they had the mot difficulty in solving the problem on finding a sample space.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.81-102
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• 2010

The purpose of this study was to analyze the content and design of the seven math camp programs for students of the education centers for the elementary gifted students. The analysis focused on the goals, content, and evaluations utilized in the math camp programs. The results of the study were as follows. First, there was no big difference between the goals set for each camp, and they mainly focused on the goals in affective domain. Second, the content of math camp programs was focused on enrichment rather than acceleration. Most of the programs were focused on geometry, whereas fewer programs were focused on measurement, probability and statistics. Based on the Analysis, we found that only nine out of 27 programs applied level-wised or individual exercise programs. Third, all centers for the mathematically gifted carried out evaluations of their math camp programs. However, a specific evaluation plan was not established for the math camp program plans. We suggested the direction of math camp programs as follows. First, the goals should reflect on the intended outcomes of the math camp programs. Also, the goals of math camp programs need to be distinctive from general education goals. Second, the programs should contain harmonious contents with enrichment and acceleration and must include various reactions and task commitment. The math camp programs need to include references and an appropriate information for the gifted students to encourage self-directed learning. Third, a more specific evaluation plan for math camp programs needs to be developed for effective education for the gifted students.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.459-474
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• 2014

The purpose of this study was to investigate the effects of mathematical instruction using GSP program on the symmetrical figures learning and self-directed learning attitude. According to the pretest result, the experiment group and the comparison group showed to be homogeneous groups. The experiment group has learned symmetrical figures for 9 hours using the GSP program and the comparison group has learned for 9 hours using the traditional method(paper and pen lesson). As the posttests, self-directed learning attitude test and symmetry figure understanding test were performed. The results obtained in this research are as follows; First, there was a significant difference in symmetry figure understanding test between the experiment group which learned through GSP program and the comparison group which learned through traditional method. Since there showed a very high achievement in the experiment group which learned using GSP, it can be inferred that GSP was very effective in the lessons of symmetrical movements. Second, there was a significant difference in self-directed learning attitude test between the experiment group and the comparison group. This seems to be because the length of the sides of the figures, size of the angles of the figures etc can be verified instantly and the students can correct by themselves and give feedbacks when they use GSP program. Students preferred drawing using the GSP over drawing using rulers and pencils, and they showed interest in the GSP program and they did not have burden in being wrong in their study and studied in various methods. And as they become familiar with the GSP program, they even studied other contents beyond the scope presented in the textbook.

• 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.

• Journal of Gifted/Talented Education
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• v.13 no.4
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• pp.45-63
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• 2003

The purpose of this study is to analyze the status and gifted students' perception on curriculum implementation for gifted education at Busan Science Academy. For the purpose, we investigated the curriculum documents, the process of implementing curriculum and the result of the questionnaire. The questionnaire about the curriculum courses, teaching strategies and evaluation method was answered by 143 students at Busan Science Academy. The curriculum courses are composed of general courses and specialized courses: general courses comprise of Korean language, social studies, foreign languages, arts, and physical education. Specialized courses consist of mathematics, physics, chemistry, biology, earth science, information science. Elective courses are divided into basic elective courses and in-depth courses. Each in-depth course deals with more specialized content. The significant results of the questionnaire are as follows: First, according to gifted students' perception, the credits of specialized courses and in-depth elective courses need to be increased and the credits of general courses need to be reduced. Second, teachers at this school mainly use teaching strategies such as lecture, group activities and discussion, but the students prefer diverse teaching strategies such as lecture, discussion, experiment, individual research, problem solving and field studies. Third, students prefer a paper-and-pencil testing assesment rather than a written report assesment and lab experiment assesment. According to this study, the characteristics of the acceleration curriculum at Busan Science Academy were too intensive. Thus it is difficult to implement the enrichment education according to the demand of gifted students in this school. Therefore, this study suggests that we need to revise the curriculum courses of Busan Science Academy and develop contents and strategies for gifted education in science and mathematics.

• Education of Primary School Mathematics
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• v.25 no.2
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• pp.143-160
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• 2022

This study was conducted to discuss educational implications by analyzing the types of mathematical thinking that appeared in challenge math in 5th and 6th grade math teacher's guidebooks. To this end, mathematical thinking types that can be evaluated and nurtured based on teaching and learning contents were organized, a framework for analyzing mathematical thinking was devised, and mathematical thinking appearing in Challenge Math in the 5th and 6th grade math teachers' guidebooks was analyzed. As a result of the analysis, first, 'challenge mathematics' in the 5th and 6th grades of elementary school in Korea consists of various problems that can guide various mathematical thinking at the stage of planning and implementation. However, it is feared that only the intended mathematical thinking will be expressed due to detailed auxiliary questions, and it is unclear whether it can cause mathematical thinking on its own. Second, it is difficult to induce various mathematical thinking at that stage because the questionnaire of the teacher's guidebooks understanding stage and the questionnaire of the reflection stage are presented very typically. Third, the teacher's guidebooks lacks an explicit explanation of mathematical thinking, and it will be necessary to supplement the explicit explanation of mathematical thinking in the future teacher's guidebooks.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.141-162
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• 2023

Recently, in school mathematics, classes using mathematical modeling are attracting attention to improve students' mathematical problem-solving skills. However, existing preceding studies have been conducted mainly on elementary, middle, and high school or in-service teachers, so it may be limited to apply the contents and results of the research as it is to pre-service teachers, who are future professors. Therefore, this study examined the school days' experiences of mathematical modeling for pre-service elementary school teachers. In addition, in order to provide a positive experience for mathematical modeling, mathematical modeling problem creation activities were conducted through group activities, and the results and their perceptions were examined. As a result of the study, elementary school preservice teachers had very little experience with mathematical modeling activities during their elementary, middle, and high school days. It was found that there is a deficiency in creating an appropriate mathematical modeling problem suitable for the level of elementary school students. In addition, it was found that they had a positive perception of mathematical modeling after participating in the study. Based on these results, implications for the training process for preservice teachers were suggested.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.450-466
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• 2014

This study compared and analyzed body composition, physical fitness, and physical self-concept between gifted students in mathematics and science attending Korea Science Academy (KSA) and non-gifted students attending traditional high schools. The KSA students were 117 males who entered the school in 2009. As a control group, a total of 117 non-gifted students were randomly selected from 5 cities. The results of covariate analysis taken 2 year interval, pretest (2009) and posttest (2010), indicated that gifted students were significantly taller (p<.05) than non-gifted students, and were lower in BMI (p<.05) and PBF (p<.001). There was no significant difference in physical fitness between gifted and non-gifted students. But non-gifted students have a significantly higher self-concept in physical appearance (p<.05) and physical strength (p<.05). The internal/external frame of reference model and the Big Fish Little Pond Effect (BFLPE) theory were supported. Especially, gifted students were significantly higher (p<.01) in endurance self-concept than non-gifted students. We have discussion this result as the future research subject whether it come from the characteristics of the gifted's tenacity at high level tasks.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.113-123
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• 2017

This research is designed to review the systems thinking and STEAM theory while ascertaining the effects of the classroom application of the STEAM programs based on systems thinking appropriate for studying climate change. The systems thinking based STEAM program has been developed by researchers and experts, who had participated in expert meetings in a continued manner. The program was applied to science classes over the course of eight weeks. Therefore, the application effects of the systems thinking based STEAM program were analyzed in students' systems thinking, STEAM semantics survey, and students' academic achievement. The findings are as follows. First, the test group has shown a statistically meaningful difference in the systems thinking analysis compared to the control group in the four subcategories of 'Systems Analysis', 'Personal Mastery', 'Shared Vision' and 'Team Learning' except for 'Mental Model'. Second, in the pre- and post-knowledge tests, the independent sample t-test results in the areas of science, technology, engineering, art and mathematics show statistically meaningful differences compared to the control group. Third, in the academic performance test regarding climate change, the test group displayed higher achievement than the control group. In conclusion, the system-based STEAM program is considered appropriate to enhance amalgamative thinking skills based on systems thinking. In addition, the program is expected to improve creative thinking and problem-solving abilities by offering new ideas based on climate change science.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.320-334
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• 2018

The purpose of this study is to analyze research trends in international development and cooperation on education and to suggest directions for the Korean teachers and teacher education to achieve 'Sustainable Development Goals (SDGs).' The examination of 8 databases resulted in the identification of 2,945 studies, and 6 of these references met the inclusion criteria for systemic review. Major findings revealed that pre- and in-service teachers recognized the necessity of international development education but had a low degree of teacher efficacy. The teachers who participated in ODA education programs have experienced difficulties due to insufficient understanding of local sites and role performance. Then, a couple of studies of mathematics and early childhood education compared the Korean national curriculum and education system with developing countries'. Lastly, it is important to have a sustainable system which promotes all teachers, including retired ones, in global development and cooperation on education. For the successful achievement of SDGs, Korean teachers should develop their expertise, a deep understanding of partner countries, and stable quality education for the underprivileged.