• Communications of Mathematical Education
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• v.36 no.3
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• pp.355-372
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• 2022

The purpose of this study was to find out whether the Grit test is valid as a test tool for Identification of mathematically gifted elementary students. For this study, we conducted Grit tests, Mathematical Problem Solving Aability Tests, Mathematical Creative Ability Tests, and Mathematically Gifted Behavior Characteristic Tests on 39 ordinary students at Seoul public elementary school and 20 mathematically gifted students at the Education Center for Gifted Education, and analyzed correlation with each test. In addition, we conducted a discriminant analysis to find out how the Grit test can accurately determine the members of the mathematically gifted student group and the ordinary student group. As a result of Pearson's correlation analysis, the Grit test was .521 with the Mathematical Problem Solving Ability Tests, .440 with the Mathematical Creative Ability Tests, and .601 with the Mathematically Gifted Behavior Characteristic Tests, according to significant positive correlation at p<.01. Through this, it can be confirmed that the Grit test has a high official validity as a tool for determining mathematically gifted students. As a result of conducting a discriminant analysis to confirm the classification discrimination ability of the elementary mathematically gifted student group and ordinary student group of the Grit test, Wilk's λ was .799(p<.001). We confirm that the Grit test is a significant variable in determining the mathematically gifted student group and ordinary student group. In addition, 64.4% of the entire group was accurately classified as a result of group classification through discriminant analysis. This shows that the Grit test can be actually used as a test tool to determine mathematically gifted elementary students.

• Research in Mathematical Education
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• v.13 no.1
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• pp.63-73
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• 2009

This paper reports on student, parent, and teacher perspectives of the characteristics of the mathematically gifted. The data are extracted from a two-year qualitative study that examined multiple perspectives, school policy documents and program provision for 15 mathematically gifted and talented students aged from 10 to 13 years. The findings have implications for identification and program provision.

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.1-8
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• 2016

Strengthening self-directed learning ability is established as one of the goals of gifted education in Korea. In addition, it should be noted that self-directed learning can be realized in variety of ways as favorable conditions and environments are fostered to provide gifted education utilizing program. in the recent days. But, gifted learning programs for programming are programmed for information gifted student. Therefore, we have analyzed in this study the effects of improvement on self-directed learning ability of mathematically gifted student through class utilizing app inventor program for self-directed learning ability. Built up from the 4th and 5th grade to elementary math one class for gifted children complete by making math quiz, we use the app inventor to activity. The result of experiment showed very significant difference in the post-survey to less than .002 in the pre-survey in terms of three domains, which are intrinsic motivation, the openness of learning opportunities and autonomy which corresponds to sub-elements of self-directed learning ability. We could verify from the result of the study that mathematically gifted student learning program utilizing app development activity have positive effects on self-directed learning ability of mathematically 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 Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.123-148
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• 2014

The purpose of this study is to figure out the perceptional characteristics of mathematically gifted elementary students by comparing the mathematical reasoning ability and errors between mathematically gifted elementary students and non-gifted students. This research has been targeted at 63 gifted students from 5 elementary schools and 63 non-gifted students from 4 elementary schools. The result of this research is as follows. First, mathematically gifted elementary students have higher inductive reasoning ability compared to non-gifted students. Mathematically gifted elementary students collected proper, accurate, systematic data. Second, mathematically gifted elementary students have higher inductive analogical ability compared to non-gifted students. Mathematically gifted elementary students figure out structural similarity and background better than non-gifted students. Third, mathematically gifted elementary students have higher deductive reasoning ability compared to non-gifted students. Zero error ratio was significantly low for both mathematically gifted elementary students and non-gifted students in deductive reasoning, however, mathematically gifted elementary students presented more general and appropriate data compared to non-gifted students and less reasoning step was achieved. Also, thinking process was well delivered compared to non-gifted students. Fourth, mathematically gifted elementary students committed fewer errors in comparison with non-gifted students. Both mathematically gifted elementary students and non-gifted students made the most mistakes in solving process, however, the number of the errors was less in mathematically gifted elementary students.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.437-461
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• 2011

The purpose of this study was to examine the metacognition of mathematically gifted students in the problem-solving process of the given task in a bid to give some significant suggestions on the improvement of their problem-solving skills. The given task was to count the number of regular squares at the n${\times}$n geoboard. The subjects in this study were three mathematically gifted elementary students who were respectively selected from three leading gifted education institutions in our country: a community gifted class, a gifted education institution attached to the Office of Education and a university-affiliated science gifted education institution. The students who were selected from the first, second and third institutions were hereinafter called student C, student B and student A respectively. While they received three-hour instruction, a participant observation was made by this researcher, and the instruction was videotaped. The participant observation record, videotape and their worksheets were analyzed, and they were interviewed after the instruction to make a qualitative case study. The findings of the study were as follows: First, the students made use of different generalization strategies when they solved the given problem. Second, there were specific metacognitive elements in each stage of their problem-solving process. Third, there was a mutually influential interaction among every area of metacognition in the problem-solving process. Fourth, which metacognitive components impacted on their success or failure of problem solving was ascertained.

• Research in Mathematical Education
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• v.8 no.3
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• pp.203-213
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• 2004

We developed an enrichment program material for the mathematically gifted students in the first grade. The contents were selected and organized based on creative competency improving, increasing of interest, inquiry various activity, interdisciplinary approaches, and the enrichment contents from modern mathematics.

• School Mathematics
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• v.9 no.1
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• pp.161-180
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• 2007

The purpose of this study is to analyse how a mathematically gifted student constructs a nested signification model of three signs, while he abstracts the solution of a given NIM game. The findings of a qualitative case study have led to conclusions as follows. In general, we know that most of mathematically gifted students(within top 0.01%) in the elementary school might be excellent in constructing representamen and interpretant But it depends on the cases. While a student, one of best, is making the meaning of object in general level of abstraction, he also has a difficulty in rising from general level to formal level. When he made the interpretant in general level with researcher's advice, he was able to rise formal level and constructed a nested signification model of three signs. We suggested 3 considerations to teach the mathematically gifted students in elementary school level.

• Education of Primary School Mathematics
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• v.18 no.3
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• pp.175-190
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• 2015

This study investigated the effect of team project activity for game making on the elementary mathematically gifted students' community care and organizational management capacity. 7 mathematically gifted students of 4th grade are selected and participated. After 15 hours activities during 2 months of team project on game making, their community care and organizational management capacity were improved. This results suggested that leadership education is possible in mathematics curriculum for mathematics gifted students.

• School Mathematics
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• v.9 no.4
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• pp.487-506
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• 2007

The aims of this study is figure out the characteristics of justification patterns and mathematical representation which are derived from 14 mathematically gifted middle school students in the process of solving the spatial tasks on Archimedean solid. This study shows that mathematically gifted students apply different types of justification such as empirical, or deductive justification and partial or whole justification. It would be necessary to pay attention to the value of informal justification, by comparing the response of student who understood the entire transformation process and provided a reasonable explanation considering all component factors although presenting informal justification and that of student who showed formalization process based on partial analysis. Visual representation plays an valuable role in finding out the Idea of solving the problem and grasping the entire structure of the problem. We found that gifted students tried to create elaborated symbols by consolidating mathematical concepts into symbolic re-presentations and modifying them while gradually developing symbolic representations. This study on justification patterns and mathematical representation of mathematically gifted students dealing with spatial geometry tasks provided an opportunity for understanding their the characteristics of spacial geometrical thinking and expending their thinking.