• Journal of Gifted/Talented Education
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• v.25 no.3
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• pp.363-380
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• 2015

The convergent education such as STEAM education has been implemented in the gifted education institutions in order to resolve the crisis of science and engineering fields caused by the science and engineering avoidance of excellent talents. The purpose of this study was to investigate awareness about science, mathematics and technology/ engineering fields of science gifted students. The subjects were 86 middle school science gifted students at the Science Institute for Gifted Students of a university located in metropolitan city in Korea. The data were collected from the survey that consists of 97 questions in 3 categories. The results were follows: First, the gifted students were aware that science was more interesting than mathematics or technology/engineering. Second, science rated highest in career choice. Third, they were aware that the scientists were more interesting, more imagination, less accuracy and less considering than the mathematicians and the engineers. In addition they responded that the mathematicians were smarter than the scientists and the engineers, and the engineers were more diligent than the scientists and the mathematicians. Finally, the result of the correlational analysis indicated that there were strong correlations between science and mathematics, and between science and technology/engineering. It was recommended that the consolidation of the convergent gifted education, the necessity of systemic career education, and the study of correlation between mathematics and technology/engineering.

• East Asian mathematical journal
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• v.34 no.4
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• pp.429-449
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• 2018

The purpose of this study is to investigate how the mathematical creativity of middle school mathematical gifted students is represented through the process of problem posing activities. For this goal, they were asked to pose real-world problems similar to the tasks which had been solved together in advance. This study demonstrated that just 2 of 15 pupils showed mathematical giftedness as well as mathematical creativity. And selecting mathematically creative and gifted pupils through creative problem-solving test consisting of problem solving tasks should be conducted very carefully to prevent missing excellent candidates. A couple of pupils who have been exerting their efforts in getting private tutoring seemed not overcoming algorithmic fixation and showed negative attitude in finding new problems and divergent approaches or solutions, though they showed excellence in solving typical mathematics problems. Thus, we conclude that it is necessary to incorporate problem posing tasks as well as multiple solution tasks into both screening process of gifted pupils and mathematics gifted classes for effective assessing and fostering mathematical creativity.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.203-225
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• 2012

The purpose of this study is to suggest a program for improvement of the mathematical creativity of mathematical gifted children in the elementary gifted class and to examine the effect of developed program. Gifted education program is developed through analyzing relevant literatures and materials. This program is based on the operation bingo game related to the area of number and operation, which accounts for the largest portion in the elementary mathematics. According to this direction, the mathematically gifted educational program has been developed. According to the results which examine the effectiveness of the creative problem solving by the developed program, students' performance ability has been gradually improved by feeding back and monitoring their problem solving process continuously.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.87-112
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• 2013

Gifted education, receiving private tutoring and prerequisite learning, is emerging as a remarkable phenomenon currently in Korea. Hence, we need to find out that whether prerequisite math learning influences academic achievement in any aspect after they enter the center. In this paper, we investigate the effect of mathematics prerequisite learning of gifted students focused on the their self-efficacy, achievement motivation and academic achievement. As a result, the period of mathematics prerequisite learning did not influence academic achievement of gifted students. However, the correlation between self-efficacy and achievement motivation was positive.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.609-624
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• 2015

It is well-known that every learner has his/her own learning style and the learning style has a great effect on his/her learning characteristics, processes and achievements. This study aims to induce some implications for designing the gifted mathematics programs which go with gifted students' learning styles. To do this, we applied the gifted mathematics program of nine lessons to 52 third grade gifted students and examined the characteristics of the programs according Kolb's learning style. To investigate the effect of the program, the pretest and posttest for applying the programs were taken and the results of two tests were analysed by t-test. As a result, the students of diverging style increased and the ones of converging style decreased, while there is little change in the accommodating style and the assimilating style. It was also shown that the average of the concrete experience(CE) of the subjects has increased significantly. This study also contains some pedagogical implications based on discussing about the results of analysis.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.45-61
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• 2009

The powerful role of analogical reasoning in discovering mathematics is well substantiated in the history of mathematics. Mathematically gifted students, thus, are encouraged to learn via in-depth exploration on their own based on analogical reasoning. In this study, 57 gifted students (31in the 7th and 26 8th grade) were asked to formulate or clarify analogy. Students produced fruitful constructs led by analogical reasoning. Participants in this study appeared to experience the deep thinking that is necessary to solve problems made with analogies, a process equivalent to the one that mathematicians undertake. The subjects had to reflect on prior knowledge and develop new concepts such as an orthogonal projection and a point of intersection of perpendicular lines based on analogical reasoning. All subjects were found adept at making meaningful analogues of a triangle since they all made use of meta-cognition when searching relations for analogies. In the future, methodologies including the development of tasks and teaching settings, measures to evaluate the depth of mathematic exploration through analogy, and research on how to promote education related to analogy for gifted students will enhance gifted student mathematics education.

• Journal of Elementary Mathematics Education in Korea
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• v.2 no.1
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• pp.41-59
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• 1998

Today's gifted students will be tomorrow's leaders in goverment, economies, technology, sciences, and all other areas of human endeavor. these students have a right to partcipate in school programs that will help them reach their special potentions. The school have on obligation to provide flexible and effective programs for gifted. In this study is to know in broad generalities for identifying methods mathematics gifted, the instructional environment, teaching methods in the regular classroom, enrichment program contents, evaluating student and program contents.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.201-217
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• 2013

This study intends to develop and apply elementary mathematics program for gifted students based on a 'constant width shape' in order to keep pace with the STEAM education which is becoming the main issue and therefore, it set up research subject as follows; To introduce constant width shapes through 'a circle' which is a constant width shape under present education process and based on this, to search a theory about constant width shapes and reuleaux triangles. To arrange an elementary mathematics program for gifted students according to the part 3 enrichment study model of Renzulli. To revise supplement the program on the basis of field application result twice and then to materialize the program. It is expected that the developed program and study data will suggest mathematical ideas and direction of materials development in education sites of elementary mathematics program for gifted students.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.1-17
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• 2003

Development and evaluation of distance learning for the gifted students in science and mathematics In this study, we developed and administrated the distance learning for the gifted students in science and mathematics, and analysed their responses. To do this, four types of teaching programs - lectures using program for distance learning, practice activities using simulation program, tasks solving programs based on discussions, and problem solving activities - were developed and students responses were analysed in eight area - stimulus, difficulties, structure, learning circumstances, involvement, interaction, learning outcomes, comparison with other learning -. As results, it was found that many students responded positively and thought programs helped their creativity, logical thinking, intelligent ability, and information searching ability. Students preferred practice activities based on appropriate guidances to lectures providing detailed explanations. And interaction could be stimulated by inducing discussion.

• 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.