• Communications of Mathematical Education
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• v.23 no.3
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• pp.545-562
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• 2009

This study is trying to analyze characteristics of mathematical thinking processes of the mathematical gifted students in an objective and a systematic way, by using "Protocol Analysis Method"and "Problem Behavior Graph" which is suggested by Newell and Simon as a qualitative analysis. In this study, four middle school students with high achievement in math were selected as subjects-two students for mathematical gifted group and the other two for control group also with high scores in math. The thinking characteristics of the four subjects, shown in the course of solving problems, were elicited, analyzed and compared, through the use of the creative test questionnaires which were supposed to clearly reveal the characteristics of mathematical gifted students' thinking processes. The results showed that there were several differences between the two groups-the mathematical gifted student group and their control group in their mathematical talents. From these case studies, we could say that it is significant to find out the characteristics of mathematical thinking processes of the mathematical gifted students in a more scientific way, in the sense that this result can be very useful to provide them with the chances to get more proper education by making clear the nature of thinking processes of the mathematical gifted students.

• The Mathematical Education
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• v.53 no.4
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• pp.479-492
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• 2014

According to Krutetskii, the education of mathematically gifted students must be focused on the improvement of creative mathematical ability and the mathematically gifted students need to experience the research process like mathematician. Independent study is highly encouraged as the self-directed activity of highest level in the learning process which is similar to research process used by experts. We conducted independent study as a viable differentiation technique for gifted middle school students in the 3rd grade, which participated in mentorship program for 10 months. Based on the data through the research process, interview with a study participant and his parents, and his blog, we analyzed mathematical behavior characteristics of a study participant. This behavior characteristics are not found in all mathematically gifted students. But through this case study, we understand mathematically gifted students better and furthermore obtain the message for the selection and education of the mathematically gifted students and for the effective method of running mentorship program particularly.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.405-424
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• 2006

The purpose of this study was to develop the instruments which can measure behavior characteristics as a component of Mathematically Giftedness with in middle school period. This study prescribed the variable factors of measurement after classify the characteristics of Mathematically Giftedness through literature studies. And it produced instruments those are finally composed of 51 items through the preliminary test. The participants for the study were 424 Korean middle school students. Statistical analyses were carried out to verify the validities and reliability. Reliability(Cronbach $\alpha$) was in behavior characteristics, .95. Content validity was found to be satisfactory by internal validity evaluation on the test items. Internal validity were analyzed by BIGSTEPTS based on Rasch's 1-parameter item-response model. Construct validity was also found to be satisfactory through factor analysis which showed the four factors which the identification instruments were intended to measure such as, General mathematical mental ability, Mathematical Ability, Processing and Obtaining mathematical information Anility and Mathematical Disposition Ability. In conclusion, the instruments about behavior characteristics of Mathematically Giftedness during middle school period developed by this study are highly reliable on its reliability and validity.

• School Mathematics
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• v.2 no.2
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• pp.427-457
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• 2000

This study amis to develop an instrument to measure the behavior characteristics of the mathematically gifted children. The checklist represents 6 factors of characteristics - aptitude, attitude, inclination, general metal ability, creative ability and reflective ability in mathematics - which are from 36 items by factor analysis.

• Proceedings of the Korean Society for the Gifted Conference
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• 2001.05a
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• pp.43-72
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• 2001

Identification and discrimination the mathematical giftedness must be based on it's definition and factors. So, there must be considered not only IQ or high ability in mathematical problem solving, but also mathematical creativity and mathematical task commitment. Furthermore, we must relate our ideas with the programs to develop each student's hidden potential not to settle only. This study is focused on the discrimination of the recipients who would like to enter the elementary school level mathematical gifted education program. To fulfill this purpose, I considered the criteria, principles, methods, tools and their application. In this study, I considered three kinds of testing tools. The first was KEDI - WISC personal IQ test, the second is mathematical problem solving ability written test(1st type), and the third was mathematical creativity test(2nd type) which were giving out divergent products. The number of the participant of these tests were 95(5-6 grade). According to the test, students who had ever a prize in the level of national mathematical contest got more statistically significant higher scores on 1st and 2nd type than who had ever not, but they were not prominent on the phases of attitude, creative ability or interest and willing to study from the information of the behavior characteristics test. Using creativity test together with the behavior characteristics test will be more effective and lessen the possibility of exclusion the superior.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.33-59
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• 2006

This study is intended to reconsider the meaning of the education for gifted/talented children, the foundation object of science high school by examining the behavior characteristics between gifted students and talented students in open-end mathematical problem solving and to provide the basis for realization of 'meaningful teaming' tailored to the learner's level, the essential of school education. For the study, 8 students (4 gifted students and 4 talented students) were selected out of the 1 st grade students in science high school through the distinction procedure of 3 steps and the behavior characteristics between these two groups were analyzed according to the basis established through the literature survey. As the results of this study, the following were founded. (1) It must be recognized that the constituent members of science high school were not the same excellent group and divided into the two groups, gifted students who showed excellence in overall field of mathematical behavior characteristics and talented students who had excellence in learning ability of mathematics. (2) The behavior characteristics between gifted students and talented students, members of science high school is understood and a curriculum of science high school must include a lesson for improving the creativity as the educational institutions for gifted/talented students, unlike general high school. Based on these results, it is necessary to try to find a support plan that it reduces the case which gifted students are generalized with common talented students by the same curriculum and induces the meaningful loaming to learners, the essential of school education.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.829-845
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• 2011

The purpose of this study was to examine mathematical performance predictions with gifted behavior ratings by teachers and parents. The participants of this study were 787 elementary 5th and 6th grade gifted students who took the mathematical performance test. This study asked gifted teachers and parents to rate gifted behaviors of these gifted students with using SRBCSS-R (Renzulli et al., 2002, 2009). The results indicated that gifted teachers rated gifted behaviors of the 5th grade gifted students higher than the 6th grade gifted students, except in 'mathematical characteristics.' Gifted teachers rated 'learning' gifted behaviors of male gifted students higher than those of female gifted students. In the meanwhile, parents of the 5th grade gifted students rated gifted behaviors higher than parents of the 6th grade gifted students in 'learning' and 'motivation.' In comparing the gifted behavior ratings by gifted teachers and parents, there were significant differences in 'learning' and 'motivation' ratings. That is, gifted teachers rated significantly higher 'learning' and 'motivation' of gifted students than parents. When this study explored the prediction of gifted behavior ratings by gifted teachers and parents on mathematical performances of gifted students, 'learning' and 'mathematical characteristics' ratings by gifted teachers predicted the mathematical performances of gifted students.

• Tunnel and Underground Space
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• v.28 no.1
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• pp.25-37
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• 2018

Burger's model was used to analyze creep characteristics of unconsolidated rock. Burger's model should determine four physical parameters from two pairs of data. In this study, physical parameters of Burger's model were determined by applying mathematical concept solution. Creep was accelerated for three years using the determined physical parameters of the Burger's model for unconsolidated rocks. As a result, the creep behavior showed a continuous deformation behavior without convergence. Therefore, in this mine, it is analyzed that the application of U-Beam is more appropriate than roofbolt in terms of stability.

• Research in Mathematical Education
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• v.5 no.1
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• pp.59-75
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• 2001

This paper reports an investigation of problem solving activities of students at university level students. The study focused on the cognitive-metacognitive and affective activities appeared in problem solving process. The cognitive-metacognitive framework was used to analyzed and categorize the written response and free response of interviews probing the students\\` cognitive-metacognitive activities. Affective factors were assessed by administering the problem solving survey (Carlson, The emergence of students\\` problem solving behavior, 1999). This study provide an insight for the design of problem solving instruction by identifying cognitive, metacognitive and affective characteristics of the students\\` problem solving behaviors. The results report that the metacognitive factor were significantly related to problem solving performance interacting with both cognitive and affective factors.

• Journal for History of Mathematics
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• v.33 no.3
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• pp.167-177
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• 2020

Cooperative behavior may seem contrary to the notion of natural selection and adaptation, but is widely observed in nature, from the genetic level to the organism. The origin and persistence of cooperative behavior has long been a mystery to scientists studying evolution and ecology. One of the important research topics in the field of evolutionary ecology and behavioral ecology is to find out why cooperation is maintained over time. In this paper we take a historical overview of mathematical models representing cooperative relationships from the perspective of mathematical biology, which studies population dynamics between interacting biological groups, and analyze the mathematical characteristics and meanings of these cooperative models.