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The Development and Application of Posing Open-Ended Problems Program with Renzulli`s Enrichment Triad Model for Mathematics-Gifted Elementary Students
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  • Journal title : The Mathematical Education
  • Volume 55, Issue 2,  2016, pp.209-232
  • Publisher : Korea Society of Mathematical Education
  • DOI : 10.7468/mathedu.2016.55.2.209
 Title & Authors
The Development and Application of Posing Open-Ended Problems Program with Renzulli`s Enrichment Triad Model for Mathematics-Gifted Elementary Students
Lee, Ja Hye; Kim, Min Kyeong;
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 Abstract
This study analyzed the process of steps in a program introducing Renzulli`s enrichment triad model and various levels of posing open-ended problems of those who participated in the program for mathematics-gifted elementary students. As results, participants showed their abilities of problem posing related to real life in a program introducing Renzulli`s enrichment triad model. From eighteen mathematical responses, gifted students were generally outstanding in terms of producing problems that demonstrated high quality completion, communication, and solvability. Amongst these responses from fifteen open-ended problems, all of which showed that the level of students` ability to devise questions was varied in terms of the problems` openness (varied possible outcomes), complexity, and relevance. Meanwhile, some of them didn`t show their ability of composing problem with concepts, principle and rules in complex level. In addition, there are high or very high correlations among factors of mathematical problems themselves as well as open-ended problems themselves, and between mathematical problems and open-ended problems. In particular, factors of mathematical problems such as completion, communication, and solvability showed very high correlation with relevance of the problems` openness perspectives.
 Keywords
Gifted;Enrichment Triad Model;Open-ended question;Problem posing;
 Language
Korean
 Cited by
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