• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.373-388
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• 2013

This paper is to investigate how two elementary school teacher's belief mathematics as educational content, and teaching and learning mathematics as a part of educational methodology, and what the two teachers believe towards gifted children and their education, and what the classes demonstrate and its effects on the sociomathematical norms. To investigate this matter, the study has been conducted with two teachers who have long years of experience in teaching gifted children, but fall into different belief categories. The results of the study show that teacher A falls into the following category: the essentiality of mathematics as 'traditional', teaching mathematics as 'blended', and learning mathematics as 'traditional'. In addition, teacher A views mathematically gifted children as autonomous researchers with low achievement and believes that the teacher is a learning assistant. On the other hand, teacher B falls into the following category: the essentiality of mathematics as 'non-traditional', teaching mathematics as 'non-traditional, and learning mathematics as 'non-traditional.' Also, teacher B views mathematically gifted children as autonomous researchers with high achievement and believes that the teacher is a learning guide. In the teacher A's class for gifted elementary school students, problem solving rule and the answers were considered as important factors and sociomathematical norms that valued difficult arithmetic operation were demonstrated However, in the teacher B's class for gifted elementary school students, sociomathematical norms that valued the process of problem solving, mathematical explanations and justification more than the answers were demonstrated. Based on the results, the implications regarding the education of mathematically gifted students were investigated.

• Education of Primary School Mathematics
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• v.19 no.2
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• pp.143-160
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• 2016

Despite the recent increasing interest in classroom expertise of teachers for gifted there has been lack of research on exploring or analyzing the components of classes for gifted tailored to the characteristics of each subject matter Given this, this study looked for the components of performance domain of classes for gifted in mathematics and then analyzed one teacher's 12 lessons in terms of the components. The features of the lessons included the establishment of classroom atmosphere by considering the characteristics of mathematically gifted students, the introduction of or expansion to mathematically enriched tasks, promotion to mathematically higher thinking, and emphasis of mathematical pattern, connections, and utility. This study is expected for researchers to provide a practical case on how to analyze elementary classes for gifted in mathematics. It also helps teachers who teach gifted students to develop professional vision of mathematics instruction and to increase their classroom expertise.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.697-713
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• 2013

The research aimed to investigate characteristics of middle school students enrolled in a science gifted education center affiliated with university in terms of multiple intelligence, self-regulated learning and personality traits. The 89 subjects in the study responded to questionnaires of multiple intelligence, self-regulated learning ability and a personality trait in October, 2011. It was found that both science and math gifted students presented intrapersonal intelligence as strength and logical-mathematical intelligence as weakness. While physics and earth science gifted ones showed spatial intelligence as strength, chemistry and biology gifted ones did intrapersonal intelligence. For self-regulated learning ability, both science and mathematics gifted students tend to show higher levels than general students, in particular, cognitive and motivation strategies comparatively higher than meta-cognition and environment condition strategies. Characteristics of personal traits widely distributed across science and mathematics gifted students, showing that each gifted student presented distinct characteristics individually. Those gifted students showing certain intelligence such as spatial, intrapersonal, or natural intelligences as strength also showed different characteristics of self-regulated learning ability and personal traits among students showing same intelligence as strength. It was concluded that science and mathematics gifted students showed various characteristics of multiple intelligences, self-regulated learning ability, and personal traits across science and mathematics areas.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.81-95
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• 2003

There have been tremendous needs and requirements of special education for the gifted to the level of country development and for developing their talents. Even though a lot of research has been done on special education for the gifted supported by the government, lack of educational materials and material development has been a main concern. Some trails using the web with the help of information technology have been made on distance education and resulted good effect on education. No application using a web-based educational method has been made on special education for the gifted so far. This paper describes about the web-based special education for the gifted on mathematics. The discussed topics are development of educational materials, compliments of the current educational materials in mathematics being used at the KIGES(Kyungnam Institute of the Gifted Education in Science), and the continuation of special education for the gifted. Furthermore, a better and more efficient way is suggested for special education for the gifted that has been limited by geographic and locational restrictions.

• Communications of Mathematical Education
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• v.22 no.1
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• pp.13-26
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• 2008

By analyzing 21 elementary mathematics curricula of university attached science education institutes for the gifted in Korea, we give some basic and useful data that can be useful to develop better curricula for elementary mathematics curricula for the gifted in the future.

• School Mathematics
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• v.15 no.2
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• pp.429-442
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• 2013

The purpose of this study was to examine the curricula for mathematically gifted focused on contents and graded sequences of those. Three cases of the curricula for the mathematically gifted including teachers' lesson plans and activity sheets for students were collected from gifted education institutes attached the Metropolitan Office of Education. By qualitative analysis, three cases are compared. The first, in a view of educational contents on mathematics, characteristics of the educational programs were investigated. The second, how these contents were arranged according to grades was inquired. On the basis of the results, further studies can be proposed as follows. First, there is a need to study the criteria for setting the educational contents and the sequences of education for the mathematically gifted connecting elementary mathematics education curricula. Second, it is necessary to form the networks in which can allow communication among teachers and researchers for the mathematically gifted.

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.307-337
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• 2007

The purpose of this study is to verify the validity of a creativity measurement tool and to discover the creativity characteristics of creative gifted students by assessing the difference in the creativity characteristics of creative gifted students, who were selected from gifted students in elementary and middle schools through the Torrance Test of Creative Thinking(TTCT), according to school level and the type of the students (gifted student in mathematics, gifted student in science). To this research purpose, creative gifted students were selected by the Torrance Test of Creative Thinking(TTCT) on 594 students, who had applied for super gifted education, from 17 gifted students institutes under the jurisdiction of Jeollabukdo office of education, Then, t-tests and multiple regression analysis were performed to analyze the creativity factors between elementary students and middle school students and between mathematics-gifted students and science-gifted students. From the research, the following results were obtained. Although TTCT is effective in distinguishing gifted students with and without creativity, correlation coefficient values between creativity factors(the correlation coefficients between 'fluency' and 'originality' and between 'fluency' and 'elaboration' were .78 and .50 respectively) suggested the possibility of low uniqueness of creativity factors. In addition, compared with elementary students, middle school students showed significantly lower fluency (circles), elaboration(picture construction, picture completion), and the abstractness of titles(picture structure). In the meantime, science-gifted students displayed significantly higher originality(picture construction), and elaboration(picture construction, picture completion, circles) than mathematics-gifted students. Therefore, continuous study is required to enhance the validity of the test for the selection of creativity gifted students. Besides, efforts should be made to find ways to enhance the creativity of gifted students and to resolve the problem of decreasing creativity with student academic level increasing.

• School Mathematics
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• v.12 no.1
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• pp.79-95
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• 2010

The purpose of this study is to examine into how the mathematically gifted cope with ambiguity when they are encountered to learn via resolving ambiguity. In this study 6 gifted students are asked to resolve the ambiguity. Participant in this study appeared to experience the need of mathematical justification and the flexible change of perspective. The gifted have constructed unified mathematical knowledge by making a relation between two incompatible perspective in the process of resolving the ambiguity. We suggest that dealing with ambiguity in mathematics class can be a good opportunity for enhancing the gifted student mathematics education.

• The Mathematical Education
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• v.48 no.4
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• pp.387-398
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• 2009

In this paper, we investigated the influence of technology, which gave an impact on students through the process of teaching & learning for the proof of an additive law of sine function in the mathematics education for the gifted. We chose students who were taking a course in enrichment mathematics at Science Education Institute for the Gifted in Mokpo National University, and analyzed their processes of a mathematical inference or conjecture, an algebraic description and a proof by visualization using technology. We found the following facts. That is, the visualization using technology is helpful to the gifted students in understanding principles and concepts of mathematics by intuition. Also, it is helpful to ones verifying various cases and generalizing principles. But, using technology can be a factor that disturbs learning of students who are clumsy with operating technology.

• Journal of the Korean School Mathematics Society
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• v.14 no.1
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• pp.101-122
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• 2011

In this paper, we investigated teachers' awareness for the gifted education using technology. We chose teachers who were taking a course(60 hours) in the gifted education at Educational Training Institute in Chonnam National University, and analyzed their awareness for gifted education using technology. We found teachers' awareness as followings. First, teachers think that their ability using technology is contained ability developing and performing program for the gifted education. Second, using technology in the gifted education have an effect on ability of inventively solving problem and extension of thinking power of the gifted. Third, the gifted education using technology is helpful to developing abilities of the gifted, which are intuitional discernment, organizing information, space perception and visualization. Also, that is helpful to developing fluency, flexibility and uniqueness of the gifted in terms of sub-factors of creativity (fluency, flexibility, uniqueness, sophistication).