• Communications of Mathematical Education
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• v.29 no.3
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• pp.553-571
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• 2015

Mathematical, verbal, and spatial abilities are known as three important indicators for the success in the STEM disciplines. In this study, Purdue Spatial Visualization Test-Rotation, College Entrance Scholastic Aptitude Test- Math and Verbal score of engineering freshmen students have been used to find the relationships among these areas. In addition, gender differences in spatial visualization, verbal achievement and mathematical achievement have been investigated, too. In this research, I found that gender difference was highest in spatial visualization ability, followed by verbal achievement and smallest in mathematical achievement. Substantial number of male students possess high level of spatial abilities, but only half of female students were at the same level where their male colleagues were. The correlation between spatial ability and mathematical ability was negligible, contrary to former researches on elementary and middle school students. But the correlation was stronger for female students than male students. The correlation between mathematical achievement and verbal achievement was negative. It reflects the fact that when one section of SAT score is low, score of other sections should be higher to get admitted to college. Gender difference in mathematics was smallest for high achieving spatial ability group. For low spatial ability group gender difference in mathematics achievement has been observed, too. To find the combined contribution of spatial and verbal abilities to mathematics achievement, students were divided into 4 ability groups. Mathematics achievement decreased in the order of (1) high spatial -low verbal group, (2) low spatial - low verbal group, (3) high spatial - high verbal group, (4) low spatial - high verbal group.

• Journal of Gifted/Talented Education
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• v.12 no.2
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• pp.1-15
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• 2002

The purpose of this study was to investigate the characteristics of preschoolers' giftedness by their parents' perception. Total 3 groups of 148 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows : (1) There were critical characteristics of preschoolers' giftedness by parents' perception, which were 'good memory', 'high curiosity', 'read and understand of math', 'enjoy of learning and high motivation', 'high concentration', reading books', 'verbal ability', 'creativity', 'questions', and 'independency', (2) These characteristics of preschoolers' giftedness showed more strong and intense as they got older, and (3) Some characteristics revealed more, but the other characteristics revealed less as they got older. These findings suggested the consideration of child's age as the reliable identification process of young gifted children.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.1001-1024
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• 2014

The purpose of the study is to explore the experiences and meaning of the AP (Advanced Placement) at the specialized school for the highly gifted through the in-depth interview with 39 college students who had graduated from the specialized schools with the AP experiences. It is expected that the AP will be expanded to the students at the Science High Schools from the year of 2015, however, there has been no study to examine the realities of the AP in-depth especially through the voices of the AP participants. Students have taken 8 required and/or selective courses as AP in average. Students usually start to take AP from the second year of the specialized school for the highly gifted, but some start from the first year through the placement test. Numbers of available AP courses vary by subjects, but relatively more courses open in the areas of math and physics. Students' opinions regarding the AP were quite positive. Specifically, the high quality of the AP class and energetic interaction between student and teacher compared to the college classes were preferred by the students. However, it was controversial whether C+ is enough for the pass condition of the AP. Students were using the shortened time by AP in diverse ways, such as early graduation, double majors, exchange students, individual researches, and so on. Most of all, they tried to search for their career interests through the AP experiences. In closing, the present study provides some advices and future directions for the better AP management, including the improvement of administrative system between schools for the gifted and the universities, and the expansion of the number of university which approves the AP system.

• Journal for History of Mathematics
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• v.22 no.2
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• pp.27-52
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• 2009

This article discusses the contributions of the leader Oswald Veblen, who was the president of AMS during 1923-1924. In 2006, Korea ranked 12th in SCIE publications in mathematics, more than doubling its publications in less than 10 years, a successful model for a country with relatively short history of modern mathematical research. Now there are 192 four-year universities in Korea. Some 42 of these universities have Ph.D. granting graduate programs in mathematics and/or mathematical education in Korea. Rapid growth is observed over a broad spectrum including a phenomenal performance surge in International Mathematical Olympiad. Western mathematics was first introduced in Korea in the 17th century, but real significant mathematical contributions by Korean mathematicians in modern mathematics were not much known yet to the world. Surprisingly there is no Korean mathematician who could be found in MaC Tutor History Birthplace Map. We are at the time, to have a clear vision and leadership for the 21st century. Even with the above achievement, Korean mathematical community has had obstacles in funding. Many people thinks that mathematical research can be done without funding rather unlike other science subjects, even though they agree fundamental mathematical research is very important. We found that the experience of early American mathematical community can help us to give a vision and role model for Korean mathematical community. When we read the AMS Notice article 'The Vision, Insight, and Influence of Oswald Veblen' by Steve Batterson, it answers many of our questions on the development of American mathematics in early 20th century. We would like to share the story and analyze its meaning for the development of Korean Mathematics of 21st century.