• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.69-76
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• 2005

The researcher conducts the following research to correctly identify the gifted children of science information. First, the researcher makes sufficient theoretic research on gifted children for the sake of definition and identification of the gifted children of information science, and reconstructed the identification principles, factors and procedures of the gifted children of information science on the basis of those of the gifted children of math and science the theories of a number of scholars and presented new methods of identifying new gifted children of information science. Second, the researcher set the identification procedures of the gifted children of information science and the relevant content and conducted the identification of gifted children through the observation and evaluation of sixth graders through three stages. Third, the researcher compares and analyzed the selected gifted children based on the identification procedures and ordinary groups of students excellent in math and science in terms of task achievement and looked into validity.

• Journal of Labour Economics
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• v.40 no.2
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• pp.1-29
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• 2017

We examine the extent to which students' performance relative to peers affects their career choice. Specifically, we analyze the relationship between a student's mathematics ranking in his/her school and the likelihood of choosing Mathematics and Science track in high school. Using a panel dataset of students in Seoul, we measure a student's performance using two variables: absolute performance and relative performance. The former measures a student's performance relative to the entire sample, while the latter measures performance relative to the student's peers in the same school. After controlling for test scores and other characteristics, we find that the students with a poor relative ranking are 11 percentage points less likely to choose the Mathematics and Science track. Relative performance affects girls more greatly than boys. Although relative performance affects a student's self-efficacy and class participation, our accounting exercise suggests that this channel accounts for only 12 percent of the impact, implying that students may respond to the relative ranking mostly due to other factors, such as strategic consideration to perform well in college applications.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.19 no.3
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• pp.689-696
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• 2015

In this study, a learning system based on smart learning is proposed so that students with learning disabilities can learn the effective use of meta-cognitive to solve problems arising during the learning process. The features of the proposed system are as follow. First, it is possible to achieve students' individualized learning by use of smart devices and smart education system. Second, it is possible to provide the constant repetition learning for students. Third, students can improve their achievement using the proposed app. The proposed smart education system using meta-cognition was applied to some learning disabilities students. The following results were obtained. First, the disabled students could have an interest in learning math and improve confidence. Second, the student's mathematical problem-solving skills have improved. Third, students' individualized and self-directed learning was achieved.

• The Journal of Korean Association of Computer Education
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• v.19 no.3
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• pp.21-34
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• 2016

This study aims to develop user experience based mathematical program for self-directed learning. To meet its aim this program is designed and developed according to the process and method of 'ADDIE', general design model of education program. The features of this program are as follows. First, teacher can set questions conveniently through intuitive system of web and learner can solve questions at anytime and anywhere through instant access to application. Second, learner can solve different types of questions based on powerful question database and teacher can provide instantaneous feedback on them. Third, learner's circulation learning can be possible by utilizing paper-video explanation and wrong answer note and teacher supports learner's active learning management though group achievement management.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.1027-1037
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• 2010

Comparing to the other subject, the relationship among physics contents is strong from the perspective of knowledge order as grades go up. That is, The things already that students learned, are learning and will learn are closed related from grade to grade. We expect students to be proactive and creative in studying physics, which is the goal of 21th century, analyzing their knowledge structure based on the knowledge order through assessment. Especially, using computer system, we provide students with substantial feedback for the assessment as well as objective validity is increased along with speedy and exact process in a bid to help students' mathematical understanding grow. This paper seeks to analyze the data from assessment applying knowledge spaces of the scientifical gifted in the force and the motion concept to applicate on teaching method.

• School Mathematics
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• v.19 no.1
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• pp.137-151
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• 2017

This study aims to investigate the possibility of elementary students' generalization from three-digit numbers to multi-digit numbers in principles for addition and subtraction. One of main changes was the reduction of range of numbers for addition and subtraction from four-digit to three-digit. It was hypothesized that the students could generalize the principles of addition and subtraction after learning the three-digit addition and subtraction. To achieve the purpose of this study, we selected two groups as a sampling. One is called 'group 2015' who learned four-digit addition and subtraction and the other is called 'group 2016' who learned addition and subtraction only to three-digit. Because of the particularity of these subjects, this study covered two years 2015~2016. We applied our addition and subtraction test which contains ten three-digit or four-digit addition and subtraction items, respectively. We collected their results of the test and analyzed their differences using t-test. The results showed statistically meaningful difference between the mean score of the two groups only for four-digit subtraction. Based on the result, we discussed and made some didactical suggestions for teaching multi-digit addition and subtraction.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.217-228
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• 2018

The purpose of this study is to develop STEAM program for gifted education by combining educational contents of humanities, arts, engineering, technology, and design into various subjects, focusing on mathematics-science curriculum of elementary school. The achievement standards and curriculum contents of elementary mathematics-science curriculum were analyzed while considering 2015 revised national curriculum. And then, a 16 class-hour convergence education program consisting of 3-hour block time was developed by applying the STEAM model with 4 steps. The validity of the program developed through this process was verified, and four educational experts evaluate whether the program can be applied to the elementary school. Based on the evaluation results, the convergence education program was finalized. As a result of implementing the gifted education program for mathematics-science, students achieved the objectives and values of convergence education such as creative design, self-directed participation, cooperative learning, and interest in class activities (game, making). If this convergence education program is applied to regular class, creative experiential class, or class for gifted children, students can promote their scientific creativity, artistic sensitivity, design sence, and so on.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.1-16
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• 2015

This study investigated the analysis of examples that gifted students' realizing the learning objectives through teaching method of the teacher's questions and advice. 6 gifted students were selected to be examined with 'magic square' in class. The teacher emphasized the learning objectives without directly proposing. Whereas, the teacher proposed the learning objectives by questioning and giving advice to students. After the class, the 6 gifted students were surveyed to answer about realizing the learning objectives of mathematics (about contents, process, and attitude in mathematics learning objectives). Mathematical gifted students thought about the process that consists of deductive thinking, analogic thinking, extensive thinking, creative thinking, and critical thinking. But, they underestimated the deductive thinking. So the teacher should develop the questions and advice to teach the mathematical gifted students according to the level of them. The high level of mathematical gifted students were able to realize the value and the importance of the mathematical attitude, while the low level of mathematical gifted students were able to realize them little. For this reason, the teacher should apprehend the level of the students, and propose materials and contents of the learning. The teacher should also make the gifted students realize value, will, and personality of mathematics by questions and advice. Lastly, like it is needed in general classes, there should be a constant researches and improvements about questions of the teacher that are appropriate to each student's learning abilities and cognition ability.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.351-370
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• 2013

The purpose of this study is to analyze the modes of visualization which appears in the process of thinking that mathematically gifted 6th grade students get to understand components of the three-dimensional shapes on the duality of regular polyhedrons, find the duality relation between the relations of such components, and further explore on whether such duality relation comes into existence in other regular polyhedrons. The results identified in this study are as follows: First, as components required for the process of exploring the duality relation of polyhedrons, there exist primary elements such as the number of faces, the number of vertexes, and the number of edges, and secondary elements such as the number of vertexes gathered at the same face and the number of faces gathered at the same vertex. Second, when exploring the duality relation of regular polyhedrons, mathematically gifted students solved the problems by using various modes of spatial visualization. They tried mainly to use visual distinction, dimension conversion, figure-background perception, position perception, ability to create a new thing, pattern transformation, and rearrangement. In this study, by investigating students' reactions which can appear in the process of exploring geometry problems and analyzing such reactions in conjunction with modes of visualization, modes of spatial visualization which are frequently used by a majority of students have been investigated and reactions relating to spatial visualization that a few students creatively used have been examined. Through such various reactions, the students' thinking in exploring three dimensional shapes could be understood.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.39-55
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• 2024

Recently, the 2022 revised mathematics curriculum has established achievement standards for equal sign and equality, and efforts have been made to examine teaching methods and student understanding of relational understanding of equal sign. In this context, this study conducted a lesson that emphasized relational understanding in an introduction to equal sign, and compared and analyzed the understanding of equal sign between the experimental group, which participated in the lesson emphasizing relational understanding and the control group, which participated in the standard lesson. For this purpose, two classes of students participated in this study, and the results were analyzed by administering pre- and post-tests on the understanding of equal sign. The results showed that students in the experimental group had significantly higher average scores than students in the control group in all areas of equation-structure, equal sign-definition, and equation-solving. In addition, when comparing the means of students by item, we found that there was a significant difference between the means of the control group and the experimental group in the items dealing with equal sign in the structure of 'a=b' and 'a+b=c+d', and that most of the students in the experimental group correctly answered 'sameness' as the meaning of equal sign, but there were still many responses that interpreted the equal sign as 'answer'. Based on these results, we discussed the implications for instruction that emphasizes relational understanding in equal sign introduction lessons.