• School Mathematics
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• v.10 no.4
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• pp.583-601
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• 2008

The creative productivity is regarded as an essential factor to perform the gifted education. While it is very important to cultivate and to expand a creative productivity through mathematically problem solving in gifted education, we have difficulties in actual education of the (mathematically) gifted, even are there few researches/studies which deal with teaching and guiding the creative problem solving in mathematically gifted education, it is hard to find a guideline that provides proper ways (or directions) of learning-instruction and evaluation of the mathematically gifted. Therefore in this study, the researcher would provide a learning-instruction model to expand a creative productivity. The learning-instruction model which makes the creative productivity expanded in mathematically gifted education is developed and named MG-CPS(Mathematically Gifted-Creative Problem Solving). Since it reflected characteristics of academic- mathematical creativity and higher thinking level of the mathematically gifted, this model is distinguished from general CPS. So this model is proper to provide a learning experience and instruction to the mathematically gifted.

• School Mathematics
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• v.12 no.3
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• pp.301-322
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• 2010

In this study, researchers developed the criteria evaluating mathematically gifted students' creative products, which contain such evaluation headings as cognitive abilities(; creativity, analytic thinking, expert skill and knowledge), performing ability of the Mathematically Gifted-Creative Problem Solving process. And then a case study is carried out to apply the criteria to an actual condition of mathematically gifted education. This case study shows that how teachers can apply those of model and criteria in actual condition of the mathematically gifted education. Through the criteria above mentioned, the characteristics of creative productivity can be grasped clearly and evaluated in detail.

• The Mathematical Education
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• v.46 no.4
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• pp.445-464
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• 2007

On considering the mathematical creativity of the gifted in mathematics, some points should be reflected such as the characteristics of leaners, the gifted and of domain-special facts in mathematics. And the clear view of mathematical creativity of the gifted in mathematics makes a way to define the meanings of creative-productive ability and of creative products. Therefore to explicate the concept of mathematical creativity of the gifted in mathematics, researcher reviewed literacies of the concept of creativity in general fields, classical mathematicians, and school mathematics. In conclusion, first, mathematical creativity of the gifted in mathematics should be considered on the aspects of subject-mathematics, object-the gifted, and performing-gifted education. Second, it contains advanced problem solving matters on the school mathematics curriculum but reflect the process of recovery and reinvent and it is suggested in [fig.1] and [fig.2].

• 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 Digital Convergence
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• v.12 no.1
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• pp.563-572
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• 2014

Art Nouveau started from the purpose of making art young by reforming art. Rising in revolt against historical style imitation, Art Nouveau was a movement that demanded modern and trend-fitting styles which were embracing general revolution of life and surrounding environment. In jewelry, new styles were tried to be constructed too, breaking from previous styles. Together with new trial of materials, fine jewelry that technical skills of master craftsmen were emphasized on were shown. Styles of Art Nouveau had been diversely developed, fitting to culture of each country in the whole Europe. They were the bases of styles after the 20th century. Jewelry after Art Nouveau repeated development by being divided into industrial and artistic jewelry. They have influenced on a lot of development until modern times. Art Nouveau led jewelry to the establishment of artistic worth, exceeding the worth of goods. There is a difference between aesthetic jewelry expressed through diverse formativeness of Art Nouveau and modern jewelry designs centered on simple precious jewelry which is biased toward productivity and functionality. Modern times are the times of culture and art that are laying stress on personality and ego-expression and pursue creative and ingenious designs. So, various color expression of Art Nouveau and jewelry styles of diverse materials and motives which were expressed through time period and thought will become examples in leading new design development and design flows of modern jewelry.