• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.81-95
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• 2003

There have been tremendous needs and requirements of special education for the gifted to the level of country development and for developing their talents. Even though a lot of research has been done on special education for the gifted supported by the government, lack of educational materials and material development has been a main concern. Some trails using the web with the help of information technology have been made on distance education and resulted good effect on education. No application using a web-based educational method has been made on special education for the gifted so far. This paper describes about the web-based special education for the gifted on mathematics. The discussed topics are development of educational materials, compliments of the current educational materials in mathematics being used at the KIGES(Kyungnam Institute of the Gifted Education in Science), and the continuation of special education for the gifted. Furthermore, a better and more efficient way is suggested for special education for the gifted that has been limited by geographic and locational restrictions.

• Communications of Mathematical Education
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• v.17
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• pp.49-64
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• 2003

최근의 영재의 개념은 다중지능, 다양한 재능을 포함하는 복합적인 확장된 개념으로 이해하고 있으며, 이러한 다양한 능력을 키워줄 수 있도록 함으로써 21세기에 걸맞은 인재를 양성하는데 초점을 두고 있다. 이런 측면에서 Gardner의 다중지능 이론은 영재교육에 시사하는 바가 크다. 본 연구에서는 영재의 다중지능 특성을 분석하여 강점과 약점을 파악함으로써 다양한 직업을 선호하는 그들의 능력을 균형적으로 계발해 주고 저마다의 소질과 적성을 키워줄 수 있는 데 관심을 가지려고 한 것이다. 전반적으로 초등수학영재는 개인이해 지능, 논리-수학적 지능, 대인관계 지능이 강하고, 신체-운동적 지능이 약하게 나타났다. 또 직업 선호도에서는 의료인 선택이 가장 많은 바, 수학영재에 대해 논리-수학적 지능 영역에 관한 교육과 아울러 다른 다중지능 특성과 적성에 맞는 교육도 복합적으로 할 수 있는 방안이 마련되어야 할 것이다.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.199-208
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• 2004

본 연구는 2004년은 한국에서 개최된 APCG 8(The 8th Asia-Pacific Conference on Giftedness, 2004)을 통하여 일반 영재교육의 최근 동향을 탐색하였다. 1980에서 2002년까지의 ERIC(Education Research Information Center)에 나타난 수학영재관련 문헌을 검색하여 644개를 선정 분석하여 그 연구 동향을 파악하고, 2003년에서 2004년까지는 ICME 10(the 10th International Congress on Mathematical Education, 2004)과 ICCME&EGS'03 (The Third International Conference Creativity in Mathematics Education and the Education of Gifted Students, 2003)을 통하여 수학영재교육의 최근 연구 동향을 분석하여 수학영재교육 발전과 활성화에 도움을 주는데 목적을 두고 있다.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.19-38
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• 2011

The purpose of this study was to analyze the responses and the behavioral characteristics between mathematically promising students and normal students in solving open-ended problems. For this study, 55 mathematically promising students were selected from the Science Education Institute for the Gifted at Seoul National University of Education as well as 100 normal students from three 6th grade classes of a regular elementary school. The students were given 50 minutes to complete a written test consisting of five open-ended problems. A post-test interview was also conducted and added to the results of the written test. The conclusions of this study were summarized as follows: First, analysis and grouping problems are the most suitable in an open-ended problem study to stimulate the creativity of mathematically promising students. Second, open-ended problems are helpful for mathematically promising students' generative learning. The mathematically promising students had a tendency to find a variety of creative methods when solving open-ended problems. Third, mathematically promising students need to improve their ability to make-up new conditions and change the conditions to solve the problems. Fourth, various topics and subjects can be integrated into the classes for mathematically promising students. Fifth, the quality of students' former education and its effect on their ability to solve open-ended problems must be taken into consideration. Finally, a creative thinking class can be introduce to the general class. A number of normal students had creativity score similar to those of the mathematically promising students, suggesting that the introduction of a more challenging mathematics curriculum similar to that of the mathematically promising students into the general curriculum may be needed and possible.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.207-218
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• 2011

This research is to explore mathematics gifted education which considered individual difference of gifted students in elementary school-level. The purpose of this study is to develop a differentiated instruction model and mathematical materials for gifted students that consider students' individual difference. We also investigate effectiveness of differentiated instruction through change of self-directed learning ability and studying satisfaction of gifted students. The results of this study will provide basic information on the after research related with development and application of mathematics gifted education program and differentiated instruction.

• School Mathematics
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• v.1 no.2
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• pp.785-797
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• 1999

• Communications of Mathematical Education
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• v.10
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• pp.325-342
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• 2000

본 연구는 1997년도 한국학술진흥재단 대학부설연구소과제 연구비 지원에 의해 2년간 이루어진 ‘창의성 신장을 위한 수학 영재교육 개선 방안에 관한 연구’의 최종 연구 결과이다. 본 연구에서는 창의성에 관한 이론적 고찰, 창의성 신장을 위한 초 ${\cdot}$ 중 ${\cdot}$ 고등학교 영재학생들을 위한 학습 프로그램, 개발된 학습 프로그램의 현장 적용 결과 등을 포함하고 있으며, 이러한 내용들에 대한 상세한 기술이 제시될 것이다.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.95-102
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• 2004

수학영재교육이 활성화되기 위해서는 학습자료, 특히 보충 ${\cdot}$ 심화 학습자료의 개발이 시급하다. 이 논문에서는 교육과정에 나타난 행렬의 위치를 파악하여, 문제해결력 신장에 도움이 되는, 행렬을 소재로 한몇 가지 예를 영재교육용 보충 ${\cdot}$ 심화 학습자료로 제시하였다.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.809-830
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• 2010

The purposes of this study are to investigate Korean mathematics & science teachers' perception on the special education for the gifted, and to investigate if there are differences on their perception about it among the mathematics & science teachers when their affiliation institutes for the gifted are different. Their affiliation institutes for the gifted education are divided into two groups, which are the city office of education, and science high school. The research problems of this study are as follows. Firstly, are there any differences of their perception according to their affiliation institutes for the gifted education are divided into two groups, which are the city office of education, science high school? Secondly, are there any differences of their perception according to their affiliation institutes for the gifted education are divided into two groups, which are the mathematics teachers, science teachers? For the study, 26 mathematics teachers & 36 science teachers were sampled from the Institutes for the Gifted Education in Busan Metro-city & the Busan Science High School. and then 34-item-questionnaire developed by the author was administered to them. The research results are as follows. Firstly, the question as to participation in special education for the gifted in mathematics & science, the positive answer has been dominant. Teachers who were going to participate in special education for the gifted in mathematics & science have answered affirmatively. Secondly, perception of the organization of a class of the gifted in mathematics & science is very different between the group of institutes for the gifted education in the city office and the group of institutes for the gifted education in the science high school. Thirdly, perception of selection of gifted students for special education for the gifted in mathematics & science is very different between group of the mathematics teachers and group of the science teachers. Fourthly, 46.7% of the total agree with management of the gifted education in the science high school, 46.7% of the total agree with separation of management about mathematics & science.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.149-168
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• 2014

Growing in its size, the contents of the teaching-learning programs for mathematically gifted children from A program in Seoul Metropolitan Office of Education were examined in terms of the individual subjects provided through the courses of gifted education programs, and it was evaluated based on the revised version of the existing module. As a result, the educational objectives of teaching-learning program were clear, differentiated and obtainable. Among the program, the advanced parts were more than the selective parts, which mainly consisted of numbers and calculation, shapes, regularity and problem solving parts and had latest contents of research in balance. Additionally, every part of the program needs mathematical and creative thinking and approach and has proper evaluation index for problem solving. The presented materials in the programs are specific and appropriate, though some of them did not suggest the evaluation index for cultivating personality and value clearly and the reference books. The teaching-learning programs were focusing on problem-based learning and cooperative learning and using performance assessment for evaluation.