• Communications of Mathematical Education
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• v.23 no.1
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• pp.1-38
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• 2009

This study investigates the relationships of perfectionism and the affective traits(academic self-concept, learning attitude, interest, mathematical anxiety, learning habits) in mathematics between the gifted students and the regular students in Korean Middle Schools. The findings of this study can be used for the understanding of the gifted students, and as data or resources for counsellors when they advise the gifted students on enhancing study strategies and developing future courses. This study was investigated by measuring the relationships between perfectionism and the affective traits on mathematics between two groups. Here, the correlation analysis, t-test, and regression analysis of the SPSS for Window 12.0 Program were applied to measure the differences of both groups. Therefore, there were no differences in perfectionism between the gifted students and the regular students. But the self-oriented perfectionism of the gifted students appeared higher compare with regular students. The affective traits in mathematics of the gifted students appeared more positive compare with regular students. There were a few correlations between the perfectionism and the affective traits in mathematics at two group all. however the self-oriented perfectionism and the affective traits in mathematics showed to correlation. There were several suggestions based on the results of this study. First, the results showed that professional assistance is needed for the gifted students so that their perfectionism flows positively into developing their gifts. Secondly, the results suggested that specialized mathematical program reflecting on the affective traits of the gifted students in mathematics should be offered.Lastly, tthe results of this study suggested a researcher regarding relevance with perfectionism and affective traits regarding subject shall be performed more. The result of research shall be included to contents of training for the gifted students and their parents.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.565-584
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• 2009

This study is aimed at providing the theoretical framework of characteristics of mathematical thinking processes and structuring the thinking process patterns of the mathematical gifted students through the analysis of their cognitive thinking processes. For this purpose, this study is trying to analyze characteristics of mathematical thinking processes of the mathematical gifted students in an objective and a systematic way, by using think-aloud method. For comparative study, the analysis framework with the use of the thinking characteristic code as a content-oriented method and the problem-solving processes code as a process-oriented method was developed, and the differences of thinking characteristics between the two groups chosen by the coding system which represented the subjects' thinking processes in the form of the language protocol through thinking-aloud method were compared and analyzed.

• Proceedings of the Korean Society for the Gifted Conference
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• 2001.05a
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• pp.43-72
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• 2001

Identification and discrimination the mathematical giftedness must be based on it's definition and factors. So, there must be considered not only IQ or high ability in mathematical problem solving, but also mathematical creativity and mathematical task commitment. Furthermore, we must relate our ideas with the programs to develop each student's hidden potential not to settle only. This study is focused on the discrimination of the recipients who would like to enter the elementary school level mathematical gifted education program. To fulfill this purpose, I considered the criteria, principles, methods, tools and their application. In this study, I considered three kinds of testing tools. The first was KEDI - WISC personal IQ test, the second is mathematical problem solving ability written test(1st type), and the third was mathematical creativity test(2nd type) which were giving out divergent products. The number of the participant of these tests were 95(5-6 grade). According to the test, students who had ever a prize in the level of national mathematical contest got more statistically significant higher scores on 1st and 2nd type than who had ever not, but they were not prominent on the phases of attitude, creative ability or interest and willing to study from the information of the behavior characteristics test. Using creativity test together with the behavior characteristics test will be more effective and lessen the possibility of exclusion the superior.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.123-145
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• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.415-441
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• 2017

The purpose of this study is to develop elementary school math classes for the gifted and talented with a focus on social issues to investigate the possibility of character education through specialized subject classes. As suggested in the goals of the math education for social justice, which provide the fundamental theoretical basis, through mathematics activities with a theme of social issues, mathematically gifted and talented young students can critically perceive social issues, express a sense of mathematical and critical agency throughout the course and develop a willingness and mindset to contribute to social progress. In particular, the concept of Figured Worlds and agency is applied to this study to explain the concept of elementary math classes for the gifted and talented with a focus on social issues. The concept is also used as the theoretical framework for the design and analysis of the curriculum. Figured Worlds is defined as the actual world composed of social and cultural elements (Holland et al., 1998) and can be described as the framework used by the individual or the social structure to perceive and interpret their surroundings. Agency refers to the power of practice that allows one to perceive the potential for change within the Figured Worlds that he is a part of and to change the existing Figured Worlds. This study sees as its purpose the fostering of young talent that has the agency to critically perceive the social structure or Figured Worlds through math classes with a theme of social issues, and thus become a social capital that can contribute to social progress.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.465-489
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• 2015

The purpose of this study is to suggest implications for the development and revision of future teaching materials for mathematically gifted students by using network text analysis of secondary mathematics materials. Subjects of the analysis were learning goals of 110 teaching materials in a gifted education center in science attached to a university from 2002 to 2014. In analysing the frequency of the texts that appeared in the learning goals, key words were selected. A co-occurrence matrix of the key words was established, and a basic information of network, centrality, centralization, component, and k-core were deducted. For the analysis, KrKwic, KrTitle, and NetMiner4.0 programs were used, respectively. The results of this study were as follows. First, there was a pivot of the network formed with core hubs including 'diversity', 'understanding' 'concept' 'method', 'application', 'connection' 'problem solving', 'basic', 'real life', and 'thinking ability' in the whole network from 2002 to 2014. In addition, knowledge aspects were well reflected in teaching materials based on the centralization analysis. Second, network text analysis based on the three periods of the Mater Plan for the promotion of gifted education was conducted. As a result, a network was built up with 'understanding', and there were strong ties among 'question', 'answer', and 'problem solving' regardless of the periods. On the contrary, the centrality analysis showed that 'communication', 'discovery', and 'proof' only appeared in the first, second, and third period of Master Plan, respectively. Therefore, the results of this study suggest that affective aspects and activities with high cognitive process should be accompanied, and learning goals' mannerism and ahistoricism be prevented in developing and revising teaching materials.

• The Mathematical Education
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• v.51 no.4
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• pp.351-375
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• 2012

This research is a case study of the changes of students's problem solving ability and affective characteristics when we apply to general students MG-CPS model which is creative problem solving model for gifted students. MG-CPS model which was developed by Kim and Lee(2008) is a problem solving model with 7-steps. For this study, we selected 7 first grade students from girl's high school in Seoul. They consisted of three high level students, two middle level students, and two low level students and then we applied MG-CPS model to these 7 students for 5 weeks. From the study results, we found that most students's describing ability in problem understanding and problem solving process were improved. Also we observed that high level students had improvements in overall problem solving ability, middle level students in problem understanding ability and guideline planning ability, and that low level students had improvements in the problem understanding ability. In affective characteristics, there were no significant changes in high and middle level classes but in low level class students showed some progress in all 6 factors of affective characteristics. In particular, we knew that the cause of such positive changes comes from the effects of information collection step and presenting step of MG-CPS model.

• School Mathematics
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• v.10 no.1
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• pp.63-78
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• 2008

This research studied the role of images between visual thinking and analytic thinking to contribute to the ongoing discussion of visual thinking and analytic thinking and images in mathematics education. In this study, we investigated the thinking processes of mathematically gifted students who solved tasks generalizing patterns and we analyzed how images affected problem solving. We found that the students constructed concrete images of each cases and dynamic images and pattern images from transforming the concrete images. In addition, we investigated how images were constructed and transformed and what were the roles of images between visual thinking and analytic thinking. The results showed that images were constructed, transformed, and sophisticated through interaction of visual thinking and analytic thinking. And we could identify that images played central roles in moving from visual thinking to analytic thinking and from analytic thinking to visual thinking.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.405-422
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• 2017

Nim games were divided into three stages : one file, two files and three files game, and inquiry activities were conducted for middle school mathematically gifted students. In the first stage, students easily found a winning strategy through deductive reasoning. In the second stage, students found a winning strategy with deductive reasoning or inductive reasoning, but found an error in inductive reasoning. In the third stage, no students found a winning strategy with deductive reasoning and errors were found in the induction reasoning process. It is found that the tendency to unconditionally generalize the pattern that is formed in the finite number of cases is the cause of the error. As a result of visually presenting the binary boxes to students, students were able to easily identify the pattern of victory and defeat, recognize the winning strategy through game activities, and some students could reach a stage of justifying the winning strategy.

• Journal of Gifted/Talented Education
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• v.7 no.2
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• pp.19-45
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• 1997

Twenty-three of International Math Olympians raised in Korea were served as the subjects to answer the following questions: (1) What family and school factors contribute to the development of the math talent of the Olympians\ulcorner (2) What impacts have the Olympiad program on the mathematically talented students\ulcorner By means of questionnaire survey and in-depth interview, the related data were collected. The questionnaires were developed by James Campbell for cross-cultural studies. The major findings were as follows: (1) the olympians were mostly 1st-born child and were "discovered" in an early age; (2) most olympians ranked highly in the class; (3) the SES of the Olympians' family were varied, though the majority were high; (4) the Olympians' family support and learning environment were reported strong and positive; (5) the Olympiad experiences were, in general, positive to the subjects, especially in learning attitude toward math and science, self-esteem and in autonomous learning and creative problem solving; (6) there were almost none special program designed for the Olympians during their school years; (7) the degree of computer literacy were varied according to the subject's personal interest and the accessibility to the computer; (8) most Olympians had not yet showed special achievement other than math as there were still students; (9) the Olympians were individuals with unique characteristics.teristics.