• Journal of Elementary Mathematics Education in Korea
• /
• v.9 no.1
• /
• pp.65-84
• /
• 2005

The purpose of this study was to analyze the contents and designs of the developed 22 teaching and programs for the gifted students in elementary mathematics. The focus of the analysis were the participants and the characteristics of the contents, and were to reflect them on the areas of the 7th elementary mathematics curriculum and Renzulli's Enrichment Triad Model. The results of the study as follows: First, the programs for the low grade gifted students are very few compared to those of the high grade students. For earlier development of the young gifted students, we need to develop more programs for the young gifted students. Second, there are many programs in the area of geometry, whereas few programs are developed in the area of measurement. We need to develop programs in the various areas such as measurement, probability and statistics, and patterns and representations. Third, most programs do not follow the steps of the Renzulli's Enrichment Triad Model, and the frequency of appearance of the steps are the 1st, 2nd, and 3rd enrichments, sequentially. We need to develop hierarchical programs in which the sequency and relations are well orchestrated. Fourth, the frequency of appearance is as follows as sequentially: types of exploration of topics, creative problem solving, using materials, project types, and types of games and puzzles. In the development of structure of the program, the following factors should be considered: name of the chapter, overview of the chapter, objectives, contents by steps, evaluation, reading materials, and extra materials.

• Research in Community and Public Health Nursing
• /
• v.15 no.1
• /
• pp.122-131
• /
• 2004

Purpose: The purpose of the study is to explore the socio-psychological coping process and experiences of families before and after institutionalization by applying the Corbin and Strauss ground research method. Method: Data collection from 9 participants with elderly institutionalized dementia with approval from directors of the institute was done by in depth interviews during a seven month period from May, 2003 to December, 2003. Data analysis was done by repeated reading of the transcribed interviews, and 344 concepts and 39 subcategories were generated. Results: Family members of the dementia elderly experienced various degrees of exhaustion, physically, mentally, and socially. The degree of their exhaustion was related to the severity of the family member's symptoms, and length of the dementia. Coping strategies were effected by economic status, social support from blood related families or neighbors, depth of their relationship with elderly institutionalized dementia. They were even affected by the elderly family members institutionalization. Conclusion: After institutionalization participants felt some guilt from not assuming their responsibilities as children. On the other hand they regained privacy, freedom, security, and comfort, so that their life returned to normal. They even felt more comfort because their elderly were living in a safer environment, and received a better quality of care. Participants had better composure, so that they could even take care of neighbors in need. They hope that there is more governmental involvement in terms of subsidy and numbers of institutes. Findings of the study will be a ground for the development of a coping program for families with elderly institutionalized dementia. Further studies are recommended to explore types of family, and to develop programs for the families to help them interact with each other.

• The Korean Journal of Elementary Counseling
• /
• v.7 no.2
• /
• pp.101-115
• /
• 2008

The purposes of this study were to consist an anger control program in order to help children confirm and modify their cognitive errors in peer anger-provoking situations(Lee Mi-gyeong, 2006), that and to examine the effects of this program on anger-provoking experience, anger controllability and peer relationship. The cognitive-behavioral anger control program was consisted of 16 sessions. The focus of the program were placed on perceiving angry feelings, confirming automatic thinking and cognitive errors and acquiring how to correct the cognitive errors(1st-10th sessions), and checking cognitive errors in 13 anger-provoking situations and practicing way to correct the errors(11th-15th sessions). To examine the effects of the program, 10 children who had a lot of anger-provoking experiences, and were poor at anger control and faced difficulties with peer relationship were selected. The cognitive-behavioral anger control program was implemented for eight weeks, twice a week, 40 minutes each. The collected data were analysed by the ANOVA method using the SPSS and Kwakstat(Kwak Ho-wan, 1993). What cognitive errors children made and how they modified the errors during the program were checked. The findings of the study were as follows: The cognitive-behavioral anger control program served to cut down on the anger-provoking experiences, to improve their anger controllability, to boost their peer relationship, and that effect lasted till six weeks later. And the cognitive errors they made during the program were in the order as follows: stating the oughtness of their behavior, followed by naming, seeing everything in black and white, emotional judgment, mind reading, linking the situation to themselves, overgeneralizing, and hasty conclusion. The ways to correct the cognitive errors were in the order as follows: putting oneself in another's place, explaining in a different manner, looking for proof, thinking of it is so difficult to indure, thinging of there is moral to it, and thinking of how angry after passing time.

• Journal of Gifted/Talented Education
• /
• v.12 no.2
• /
• pp.1-15
• /
• 2002

The purpose of this study was to investigate the characteristics of preschoolers' giftedness by their parents' perception. Total 3 groups of 148 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows : (1) There were critical characteristics of preschoolers' giftedness by parents' perception, which were 'good memory', 'high curiosity', 'read and understand of math', 'enjoy of learning and high motivation', 'high concentration', reading books', 'verbal ability', 'creativity', 'questions', and 'independency', (2) These characteristics of preschoolers' giftedness showed more strong and intense as they got older, and (3) Some characteristics revealed more, but the other characteristics revealed less as they got older. These findings suggested the consideration of child's age as the reliable identification process of young gifted children.

• Education of Primary School Mathematics
• /
• v.25 no.4
• /
• pp.411-431
• /
• 2022

In this paper, implications for future curriculum compilation were sought by analyzing the process and results of compiling books for elementary school mathematics textbooks government published according to the 2015 revised curriculum. The 2015 revised elementary mathematics textbooks government published was operated with a systematic compilation system so that academia and school field experts across the country could demonstrate their expertise. As improvements in content, the unit and time to strengthen basic computational skills were increased, and the mathematical concept and principle introduction method and algorithm presentation method were improved, and the internal connection between contents was strengthened. The learning period was adjusted, such as moving and arranging contents that are difficult for students to understand to the upper semester or the upper grade. In the 1st and 2nd graders, the amount of reading was drastically reduced to suit the students' level of Korean, and sentences and vocabulary were improved, and instructions were briefly revised. As for editing and design improvements, illustrations of each unit's introduction and contextual pictures were presented in detail, and the characters in the textbook were consistently presented across all grades, giving children characters a role to actively participate in learning in the textbook. In the process of compiling, the media, the National Assembly, and civic groups raised opinions that sentences and vocabulary in first-year textbooks are more difficult than students' level of Hangeul education, that reducing textbooks makes it difficult for students to understand. Accordingly, efforts to improve textbook compilation and the results were viewed. Through the overall analysis as above, for future compilation of state-authored textbooks and certified textbooks, a plan to improve textbook compilation for students and teachers and a plan to operate compilation was proposed.

• Journal of Korean Ophthalmic Optics Society
• /
• v.17 no.3
• /
• pp.265-272
• /
• 2012

Purpose: To compare the results on myopia correction with reverse geometry lenses, effects of wearing reverse geometry lenses were evaluated for the children with low-level and high-level myopia. Methods: The research investigated the corrective effects of having worn reverse geometry lenses for one week, one month, three months and six months on a total of thirty-six persons (sixty-two eyes) between the ages of seven and fifteen, divided into three groups by the degree of their myopia; nineteen eyes(Group One) with myopia of -2.00 D and under, twenty-eight eyes(Group Two) with myopia between -2.25 D and -4 D, and fifteen eyes(Group Three) with myopia of -4.25 D and above; as shown by changes in uncorrected vision and the degree of refraction in the corneal topography, and tested for statistical similarity among the pursued results. Results: After wearing reverse geometry lenses, Group One showed an improvement in vision of 0.5, from 0.45 to 0.95, after one week, and improvements to 0.91 after one month and 1.02 after three months but, after six months, the group's vision regressed to 0.95. Group Two showed an improvement in vision of 0.43, from 0.34 to 0.77, after one week of wearing and to 0.91 after one month, to 0.97 after three months and this was statistically maintained through the remainder of six months. Group Three showed an improvement in vision of 0.55, from 0.15 to 0.7, after wearing for one week, to 0.87 after one month and to 0.91 after three months but saw a regression to 0.86 after six months. The average Sim K (simulated keratometry reading) value for Group One started from $42.84{\pm}1.17D$ and decreased to $41.48{\pm}0.98D$ after one week of wearing and continued declining through three months before increasing during the remainder of six months. Group Two began from $42.91{\pm}1.57D$ and recorded $41.78{\pm}1.58 D$ after one week, continuing the decline through three months before increasing during the remainder of six months. Group Three began at $42.64{\pm}1.64D$ and showed its Sim K value decrease to $40.77{\pm}1.20D$ after one week of wearing, increase after one month and decrease after three months and continue the decline through the remainder of six months. Conclusions: From the results of this study, wearing reverse geometry lenses had myopia-correcting effects after one week of wearing. Although there were variations in the time for such effect to take place but myopia-correcting effects were evident in all test groups.