• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.321-340
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• 2004

본 연구에서는 van Hieles의 기하학 사고 수준에 따라, GSP(Geometer's SketchPad)를 활용한 초등기하 영재교육에 활용할 수 있는 프로그램을 구안하여, 구안된 프로그램을 제주대학교 부설 과학영재교육원 초등수학반 학생들에게 적용, 그 효과를 검증해봄으로써, GSP를 이용한 초등수학 영재 교육 프로그램의 개발과 활용 가능성을 연구하는데 그 목적이 있다.

• 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.

• 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.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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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.

• 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.

• Communications of Mathematical Education
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• v.16
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• pp.311-330
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• 2003

2000년 1월 28일에 영재교육진흥법이 제정 ${\cdot}$ 공포되었고, 2002년 4월 18일에 영재교육진흥법시행령이 공포됨에 따라 본격적으로 공교육 차원의 영재교육이 실시되고 있다. 그에 따라 영재교육의 목적을 이룰 수 있는 적절하고 다양한 교수-학습 자료의 개발이 시급한 쟁점으로 부각되었고, 비로소 2002년 6월 15개 시${\cdot}$도 교육청이 한국교육개발원에 위탁해 영재학급과 영재교육원에 투입할 학년별 50차시 분의 초등학교 4${\sim}$6학년 영재 심화 교수-학습 자료를 개발하게 되었다. 하지만 영재교육의 내실을 기하고 활성화를 위해서는 좀 더 다양한 교수-학습자료가 지속적으로 개발되어야 하며 많은 시도가 있어야 한다. 따라서 본 연구에서는 영재학급용으로 개발된 심화 교수-학습 자료에 제시되지 않은 내용을 중심으로 영재학급에 활용할 수 있는 초등학교 5${\sim}$6학년 수학 영재교육을 위한 학습자료를 개발하고자 한다.

• 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.

• 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.

• 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.

• 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.