• Journal of Elementary Mathematics Education in Korea
• /
• v.18 no.1
• /
• pp.83-103
• /
• 2014

The purpose of this paper is to find a method of measuring mathematical creativity reasonably. In the pursuit of this purpose, we designed four multiple solution tasks that consist of two kinds of open tasks; 'tasks with open solutions' and 'tasks with open answers'. We collected data by conducting an interview with a gifted fifth grade student using the four multiple solution tasks we designed and analyzed mathematical creativity of the student using Leikin's model(2009). Research results show that the mathematical creativity scores of two students who suggest the same solutions in a different order may vary. The more solutions a student suggests, the better score he/she gets. And fluency has a stronger influence on mathematical creativity than flexibility or originality of an idea. Leikin's model does not consider the usefulness nor the elaboration of an idea. Leikin's model is very dependent on the tasks and the mathematical creativity score also varies with each marker.

• Journal of Elementary Mathematics Education in Korea
• /
• v.15 no.1
• /
• pp.179-198
• /
• 2011

The understanding of mathematical concepts should be backed up on a constant basis in oder to grow problem-solving skills which is one of the ultimate goals of math education. The purpose of the study was to provide readers with the information which could be considered valuably for the math educators trying both to prevent mathematical misconceptions and to develop curricular program by estimating the actual conditions and developing backgrounds of the mathematical misconceptions held by the gifted education learners. Accordingly, this study, as the first step, theoretically examined the meaning and the developing background of mathematical misconception. As the second step, this study examined the actual conditions of mathematical misconceptions held by the participant students who were enrolled in the CTY(Center for Talented Youth) program run by a university. The results showed that the percentage of the correct statements made by participant students is only 35%. The results also showed that most of the participant students belonged either to the level 2 requiring students to distinguish examples from non-examples of the mathematical concepts or the level 3 requiring students to recognize and describe the common nature of the mathematical concepts with their own expressions based on the four-level of concept formulation. The causes could be traced to the presentation of limited example, wrong preconcept, the imbalance of conceptual definition and conceptual image. Based on the estimation, this study summarized a general plan preventing the mathematical misconceptions in a math classroom.

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

• Journal of the Korea Society of Computer and Information
• /
• v.29 no.5
• /
• pp.203-211
• /
• 2024

Utilizing programming languages for data visualization can enhance the efficiency and effectiveness in handling data volume, processing time, and flexibility. However, practice is required to become proficient in programming. Therefore public data-based the problem bank was developed to practice data visualization in a programming automatic assessment system. Public data were collected based on topics suggested in the curriculum and were preprocessed to make it suitable for users to visualize. The problem bank was associated with the mathematics curriculum to learn various data visualization methods. The developed problems were reviewed to expert and pilot testing, which validated the level of the questions and the potential of integrating data visualization in math education. However, feedback indicated a lack of student interest in the topics, leading us to develop additional questions using student-center data. The developed problem bank is expected to be used when students who have learned Python in primary school information gifted or middle school or higher learn data visualization.

• Education of Primary School Mathematics
• /
• v.18 no.3
• /
• pp.203-216
• /
• 2015

This study analyzed changes of representations which had come up in the problem-solving process of math-gifted 6th grade students that ACODESA had been applied. The class was designed on a ACODESA procedure that enhancing the use of varied representations, and conducted for 40minutes, 4 times over the period. The recorded videos and interviews with the students were transcribed for analysing data. According to the result of the analysis, which adopted Despina's using type of representation, there appeared types of 'adding', 'elaborating', and 'reducing'. This study found that there is need for a class design that can make personal representations into that of public through small group discussions and confirmation in the problem-solving process.

• Journal of The Korean Association of Information Education
• /
• v.24 no.2
• /
• pp.147-155
• /
• 2020

The analysis targeted the curriculum of general, subject education, and apecial activities that are required for SW education of 11 universities of education where SWEET project is applied. The results showed that the average credits related to SW education in elementary school teacher training institutions were 2.2 for general, 2.3 for subject education, and 0.6 for special activities. As a result of analyzing the changes in the curriculum by year, it can be interpreted as an effect of the SWEET project because the proportion of credits and hours in subject education increased and because the proportions of general and special activities decreased. However, on average, the credit related to SW education was 5.1, whereas the credits related to mathematics and science were 6.5 and 7.8, respectively, which indicated a need for revising and improving the curriculum for SW education.

• Journal of the Korean School Mathematics Society
• /
• v.18 no.4
• /
• pp.353-370
• /
• 2015

This study was conducted as a qualitative case study that explored how gifted 3rd-grade elementary school children who had learned the primary concepts of division and fraction, when they studied contents about decimal, formed the transformed primary concept and transformed schema of decimal by the learning of accurate primary concepts and connecting the concepts. That is, this study investigated how the subjects attained relational understanding of decimal based on the primary concepts of division and fraction, and how they formed a transformed primary concept based on the primary concept of decimal and carried out vertical mathematizing. According to the findings of this study, transformed primary concepts formed through the learning of accurate primary concepts, and schemas and transformed schemas built through the connection of the concepts played as crucial factors for the children's relational understanding of decimal and their vertical mathematizing.

• School Mathematics
• /
• v.17 no.3
• /
• pp.377-390
• /
• 2015

This study attempts to analyse mathematical thinking and attitude of students related to mathematization in the problem solving process and provide implication of teachers' roles. For this, this study analyses mathematical thinking and attitude by dividing the process of solving problems of triangular array into several steps. And it makes a proposal for teachers questioning which can help students according to steps. Therefore this study results students' mathematization needs various steps and compositive mathematical thinking and attitude when students solve even a problem. From the point of view of teachers who attempt to wean students on mathematization, it is necessary for teachers to observe and analyze how students have mathematical thinking and take a stand for mathematics in detail. It also indicates that it is desirable for students who can not move on next step to provide opportunities to learn on their own rather than simply providing students mathematical thinking directly. Students can derive pleasure from the process of solving difficult problems through this opportunity and realize usefulness of mathematics. Finally this experience can build mathematical attitude and prepare the ground to be able to think mathematically.