• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.339-356
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• 2010

It is important for children to develop statistical reasoning as they think through data. In particular, it is imperative to provide children instructional situations in which they are encouraged to consider variability in data because the ability to reason about variability is fundamental to the development of statistical reasoning. Many researchers argue that even highperforming mathematics students show low levels of statistical reasoning; interventions attending to pedagogical concerns about child ren's statistical reasoning are, thus, necessary. The purpose of this study was to investigate 15 gifted elementary students' various ways of understanding important statistical concepts, with particular attention given to 3 students' reasoning about data that emerged as they engaged in the process of generating and graphing data. Analysis revealed that in recognizing variability in a context involving data, mathematically gifted students did not show any difference from previous results with general students. The authors suggest that our current statistics education may not help elementary students understand variability in their development of statistical reasoning.

• Research in Mathematical Education
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• v.10 no.1 s.25
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• pp.55-70
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• 2006

The purpose of this study was to develop math creative problem solving test in order to identify the mathematically gifted on the basis of their math creative problem solving ability and evaluate the goodness of the test in terms of its reliability and validity of measuring creativity in math problem solving on the basis of fluency in producing valid solutions. Ten open math problems were developed requiring math thinking abilities such as intuitive insight, organization of information, inductive and deductive reasoning, generalization and application, and reflective thinking. The 10 open math test items were administered to 2,029 Grade 5 students who were recommended by their teachers as candidates for gifted education programs. Fluency, the number of valid solutions, in each problem was scored by math teachers. Their responses were analyzed by BIGSTEPTS based on Rasch's 1-parameter item-response model. The item analyses revealed that the problems were good in reliability, validity, difficulty, and discrimination power even when creativity was scored with the single criteria of fluency. This also confirmed that the open problems which are less-defined, less-structured and non-entrenched were good in measuring math creativity of the candidates for math gifted education programs. In addition, it discriminated applicants for two different gifted educational institutions and between male and female students as well.

• Journal of Educational Research in Mathematics
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• v.20 no.4
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• pp.459-476
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• 2010

The purpose of this study is to suggest a new direction in using LOGO as a gifted education program and to seek an effective approach for LOGO teaching and learning, by analyzing the strategic thinking of mathematically gifted elementary students. This research is exploratory and inquisitive qualitative inquiry, involving observations and analyses of the LOGO Project learning process. Four elementary students were selected and over 12 periods utilizing LOGO programming, data were collected, including screen captures from real learning situations, audio recordings, observation data from lessons involving experiments, and interviews with students. The findings from this research are as follows: First, in LOGO Project Learning, the mathematically gifted elementary students were found to utilize such strategic ways of thinking as inferential thinking in use of prior knowledge and thinking procedures, generalization in use of variables, integrated thinking in use of the integration of various commands, critical thinking involving evaluation of prior commands for problem-solving, progressive thinking involving understanding, and applying the current situation with new viewpoints, and flexible thinking involving the devising of various problem solving skills. Second, the students' debugging in LOGO programming included comparing and constrasting grammatical information of commands, graphic and procedures according to programming types and students' abilities, analytical thinking by breaking down procedures, geometry-analysis reasoning involving analyzing diagrams with errors, visualizing diagrams drawn following procedures, and the empirical reasoning on the relationships between the whole and specifics. In conclusion, the LOGO Project Learning was found to be a program for gifted students set apart from other programs, and an effective way to promote gifted students' higher-level thinking abilities.

• School Mathematics
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• v.12 no.3
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• pp.337-351
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• 2010

Blackout game on a certain size of the Go table, which looks simple, involves a variety of mathematical modeling. This study uses a research and education method. While the mathematically gifted students were playing blackout game, the author, as the instructor, observed the ways in which they approached various mathematical models. Based on the data, this study examines the effects of blackout game on the children's cognitive processes. This study further discusses the issues of questions.

• School Mathematics
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• v.15 no.4
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• pp.785-799
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• 2013

The researchers developed the teaching-learning materials for 9th grade mathematically gifted students in terms of the hypothesis that the students would have opportunity for problem solving and develop various mathematical thinking through the mathematical modeling lessons. The researchers analyzed what mathematical thinking abilities were shown on each stage of modeling process through the application of the materials. Organization of information ability appears in the real-world exploratory stage. Intuition insight ability, spatialization/visualization ability, mathematical reasoning ability and reflective thinking ability appears in the pre-mathematical model development stage. Mathematical abstraction ability, spatialization/visualization ability, mathematical reasoning ability and reflective thinking ability appears in the mathematical model development stage. Generalization and application ability and reflective thinking ability appears in the model application stage. The developed modeling assignments have provided the opportunities for mathematically-gifted students' mathematical thinking ability to develop and expand.

• Research in Mathematical Education
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• v.10 no.2 s.26
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• pp.125-134
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• 2006

We study on the mathematical disposition of mathematically gifted students in the middle school of Korea. For this purpose, we use a tool which is a psychological test about disposition of mathematics disliking. The tool was developed by Kim et al. (2001: Studies on Exploring Mathematics Disliking Factors and Devising Tools to Analyze Students' Disliking Trends about School Mathematics. J. Korea Soc. Math. Ed. Ser. A Mathematical Education. 40(2), 217-239) to analyze the mathematical disposition of underachievers and we investigate the characteristic of it.

• 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.

• 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 for History of Mathematics
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• v.18 no.2
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• pp.75-94
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• 2005

This study is intended to develop the criterion for evaluating the creative products that mathematically gifted students produce in their education program to enhance the development of creative productive ability. 1 distinguish the mathematical creativity with the creativity in the general domain, and make the production model of the creative mathematical product grounded on the mathematicians' work through the mathematical history. The model has the following components; the mathematical knowledge, the mathematical thinking and the mathematical inquiry skill, surrounding the resultive creative product. The students products are focused on one component of the model. Thus the criterion for the creative products is grounded on the each component of the model. According to it, teachers could evaluate the students'work, which got the validity and the reliability.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.897-916
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• 2014

In this study, we presented a teaching-learning method that can apply process-focused assessment for mathematical creativity of problem solving process of the gifted student, By necessity of appropriate teaching-learning program development to the level and ability of students who belong to high school gifted classes and courses evaluation for students who participated in education programs for the gifted. In the construction implementation process of students utilizing a kind of teaching-learning software, GeoGebra. We analyzed process of a variety of creative constructing figures using interfaces of GeoGebra and algebraic calculation. Utilizing 'Construction Protocol' and 'Navigation Bar' of GeoGebra, We identified computer languages, construction order, run times used in construction process of individual student and found mathematical creativity of students in the process. Comparing this result with prerequisite learning degree of individual student, We verified that this teaching-learning method can apply at the high school gifted classes as well as institutes for the gifted education in the city office.