• Title, Summary, Keyword: 초등수학영재

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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 Gifted Math Elementary Students and Non-Gifted Students in Emotional Intelligence and Creative Nature (초등수학영재와 일반학생의 정서지능과 창의적 성향 비교)

  • Lee, Eun Hee;Ryu, Sung Rim
    • School Mathematics
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    • v.16 no.1
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    • pp.181-199
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    • 2014
  • This study set out to analyze and compare gifted elementary students and non-gifted students in emotional intelligence and creative nature. To understand the characteristics of the former, and provide assistance for career education for both groups. For this purpose, the three following research questions were set: First, what kind of difference is there in emotional intelligence between gifted elementary students and non-gifted students? Second, what kind of difference is there in creative nature between gifted elementary students and non-gifted students? Third, what is the connection between emotional intelligence and creative nature in gifted elementary students and non-gifted students? For this study, 102 students from the gifted class and 132 students from non-gifted classes were selected. In total 234 questionnaires were distributed, and the results were analyzed. The results of this study were as follows. First, as a result of the independent sample T-test, there were noticeable differences in giftedness. Gifted students scored significantly higher than non-gifted students in creative nature. Second, as a result of the independent sample T-test, there were noticeable differences in the creative nature of gifted and non-gifted students. Gifted students scored significantly higher than non-gifted students in creative nature. Third, by analyzing the results found for emotional intelligence and creative nature with Pearson's product-moment correlation, there was a positive correlation between both emotional intelligence and creative nature in both groups of results.

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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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초등수학 영재교육 프로그램에 대한 수학적 학습 태도 분석에 관한 연구 - 제주대학교 과학영재교육원 초등수학반 기초과정을 중심으로 -

  • Kim, Hae-Gyu;Kim, Dae-Jin
    • Communications of Mathematical Education
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    • v.18 no.2
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    • pp.341-358
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    • 2004
  • 본 연구에서는 영재교육 프로그램의 효과에 관한 실증적인 연구를 위해서 트레핑거의 자기 주도적 학습 모형과 렌줄리의 3부 심화학습모형을 이용하여, 제7차 초등수학 교육과정에서 다루어지고 있는 기본적인 개념뿐만 아니라, 영재교육과정과 관련된 주제들을 중심으로 초등 수학 영재아들의 자기 주도적 학습 능력 신장을 위한 프로그램을 자체 개발하여, 개발된 영재교육프로그램을 이수하기 전과 이수 후의 수학적 학습 태도에 차이가 있는지를 검증하기 위해서, 제주대학교 과학영재교육원 초등수학반 아동들을 대상으로 사전 ${\cdot}$ 사후 수학적 학습 태도를 분석하였다.

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초등수학경시대회 문항분석을 통한 초등수학 영재교육 활성화 방안에 관한 연구

  • Kim, Hae-Gyu;Kim, Seung-Jin
    • Communications of Mathematical Education
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    • v.16
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    • pp.345-365
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    • 2003
  • 우리 나라 수학경시대회의 운영은 선발에 초점이 맞추어져 있어, 지속적인 교육 및 피드백이 결여되어 있고 단순히 경시대회성 기출문제만을 반복하여 출제하고 있는 실정이다. 그러므로 영재의 특성을 고려하고, 영재성을 키워주기 위해서는 무엇보다도 수학 창의적 문제해결력을 신장시켜줄 수 있는 학습 자료의 개발이 시급하다. 따라서 본 논문에서는 초등수학경시대회 기출문제와 시중에 출판되어 있는 경시대회 준비를 위한 학습자료를 분석하여, 일선 초등학교 현장에서 실시되고 있는 영재교육을 활성화시킬 수 있는 방안을 연구하는 데 목적이 있다.

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An Analysis on Understanding of Gifted Students in Elementary Mathematics about Situations and Concepts of Multiplication (초등수학영재의 곱셈 상황에 따른 개념 이해 분석)

  • Kim, Young A;Kim, Sung Joon
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.2
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    • pp.283-309
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    • 2016
  • The purpose of this study is to investigate gifted students in elementary mathematics how they understand of situations involving multiplication and concepts of multiplication. For this purpose, first, this study analyzed the teacher's guidebooks about introducing the concept of multiplication in elementary school. Second, we analyzed multiplication problems that gifted students posed. Third, we interviewed gifted students to research how they understand the concepts of multiplication. The result of this study can be summarized as follows: First, the concept of multiplication was introduced by repeated addition and times idea in elementary school. Since the 2007 revised curriculum, it was introduced based on times idea. Second, gifted students mainly posed situations of repeated addition. Also many gifted students understand the multiplication as only repeated addition and have poor understanding about times idea and pairs set.

The Relationship between Mathematically Gifted Elementary Students' Math Creative Problem Solving Ability and Metacognition (초등수학영재의 수학 창의적 문제해결력과 메타인지와의 관계)

  • Shin, Seung Yoon;Ryu, Sung Rim
    • Education of Primary School Mathematics
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    • v.17 no.2
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    • pp.95-111
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    • 2014
  • The purpose of this study is to determine the relationship between metacognition and math creative problem solving ability. Specific research questions set up according to the purpose of this study are as follows. First, what relation does metacognition has with creative math problem-solving ability of mathematically gifted elementary students? Second, how does each component of metacognition (i.e. metacognitive knowledge, metacognitive regulation, metacognitive experiences) influences the math creative problem solving ability of mathematically gifted elementary students? The present study was conducted with a total of 80 fifth grade mathematically gifted elementary students. For assessment tools, the study used the Math Creative Problem Solving Ability Test and the Metacognition Test. Analyses of collected data involved descriptive statistics, computation of Pearson's product moment correlation coefficient, and multiple regression analysis by using the SPSS Statistics 20. The findings from the study were as follows. First, a great deal of variability between individuals was found in math creative problem solving ability and metacognition even within the group of mathematically gifted elementary students. Second, significant correlation was found between math creative problem solving ability and metacognition. Third, according to multiple regression analysis of math creative problem solving ability by component of metacognition, it was found that metacognitive knowledge is the metacognitive component that relatively has the greatest effect on overall math creative problem-solving ability. Fourth, results indicated that metacognitive knowledge has the greatest effect on fluency and originality among subelements of math creative problem solving ability, while metacognitive regulation has the greatest effect on flexibility. It was found that metacognitive experiences relatively has little effect on math creative problem solving ability. This findings suggests the possibility of metacognitive approach in math gifted curricula and programs for cultivating mathematically gifted students' math creative problem-solving ability.

Analysis on the Types of Mathematically Gifted Students' Justification on the Tasks of Figure Division (도형의 최대 분할 과제에서 초등학교 수학 영재들이 보여주는 정당화의 유형 분석)

  • Song Sang-Hun;Heo Ji-Yeon;Yim Jae-Hoon
    • Journal of Educational Research in Mathematics
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    • v.16 no.1
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    • pp.79-94
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    • 2006
  • The purpose of this study is to find out the characteristics of the types(levels) of justification which are appeared by elementary mathematically gifted students in solving the tasks of plane division and spatial division. Selecting 10 fifth or sixth graders from 3 different groups in terms of mathematical capability and letting them generalize and justify some patterns. This study analyzed their responses and identified their differences in justification strategy. This study shows that mathematically gifted students apply different types of justification, such as inductive, generic or formal justification. Upper and lower groups lie in the different justification types(levels). And mathematically gifted children, especially in the upper group, have the strong desire to justify the rules which they discover, requiring a deductive thinking by themselves. They try to think both deductively and logically, and consider this kind of thought very significant.

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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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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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