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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Education of Primary School Mathematics
Journal Basic Information
Journal DOI :
Korea Society of Mathematical Education
Editor in Chief :
Volume & Issues
Volume 17, Issue 3 - Dec 2014
Volume 17, Issue 2 - Aug 2014
Volume 17, Issue 1 - Apr 2014
Selecting the target year
Relationships between thinking styles and the Components of Mathematical Ability of the Elementary Math Gifted Children and General Students
Hong, Hyejin ; Kang, Wan ; Lim, Dawon ;
Education of Primary School Mathematics, volume 17, issue 2, 2014, Pages 77~93
DOI : 10.7468/jksmec.2014.17.2.77
The purpose of this study was to investigate the relationships between thinking styles and the components of mathematical ability of elementary math gifted children. The results of this study were as follows: First, there were differences in thinking styles: The gifted students prefer legislative, judical, hierarchic, global, internal and liberal thinking styles. General students prefer oligarchic and conservative thinking styles. Second, there were differences in components of mathematical ability: The gifted students scored high in all sections. And if when they scored high in one section, then they most likely scored high in the other sections as well. But the spacial related lowly to the generalization and memorization. There is no significant relationship between memorization and calculation Third, there was a correlation between thinking styles and components of mathematical ability: Some thinking styles were related to components of mathematical ability. In functions of thinking styles, legislative style have higher effect on calculation. And executive, judical styles related negatively to the inference ability. In forms of thinking styles monarchic style had higher effect on space ability, hierarchic style had higher effect on calculation. Monarchic, hierarchic styles related negatively to inference ability. In level of thinking styles global, local styles have higher effect on calculation. Local styles related negatively to the inference ability. In the scope of thinking styles, internal style had a higher effect on generalization, and external style had a higher effect on calculation. And there is no significant relationship leaning of thinking styles.
The Relationship between Mathematically Gifted Elementary Students` Math Creative Problem Solving Ability and Metacognition
Shin, Seung Yoon ; Ryu, Sung Rim ;
Education of Primary School Mathematics, volume 17, issue 2, 2014, Pages 95~111
DOI : 10.7468/jksmec.2014.17.2.95
The purpose of this study is to determine the relationship between metacognition and math creative problem solving ability. Specific research questions set up according to the purpose of this study are as follows. First, what relation does metacognition has with creative math problem-solving ability of mathematically gifted elementary students? Second, how does each component of metacognition (i.e. metacognitive knowledge, metacognitive regulation, metacognitive experiences) influences the math creative problem solving ability of mathematically gifted elementary students? The present study was conducted with a total of 80 fifth grade mathematically gifted elementary students. For assessment tools, the study used the Math Creative Problem Solving Ability Test and the Metacognition Test. Analyses of collected data involved descriptive statistics, computation of Pearson`s product moment correlation coefficient, and multiple regression analysis by using the SPSS Statistics 20. The findings from the study were as follows. First, a great deal of variability between individuals was found in math creative problem solving ability and metacognition even within the group of mathematically gifted elementary students. Second, significant correlation was found between math creative problem solving ability and metacognition. Third, according to multiple regression analysis of math creative problem solving ability by component of metacognition, it was found that metacognitive knowledge is the metacognitive component that relatively has the greatest effect on overall math creative problem-solving ability. Fourth, results indicated that metacognitive knowledge has the greatest effect on fluency and originality among subelements of math creative problem solving ability, while metacognitive regulation has the greatest effect on flexibility. It was found that metacognitive experiences relatively has little effect on math creative problem solving ability. This findings suggests the possibility of metacognitive approach in math gifted curricula and programs for cultivating mathematically gifted students` math creative problem-solving ability.
Graders` Graph Interpretation and its Teaching Methods
Jo, Ah ; Lee, Kwang-Ho ; Choi, Sung Taek ;
Education of Primary School Mathematics, volume 17, issue 2, 2014, Pages 113~125
DOI : 10.7468/jksmec.2014.17.2.113
The purpose of the study is to examine how the 6th graders interpret graphs, and on basis of the research, to seek for guidance on ways to improve their analysis capabilities. All the students from two classes of D elementary school in Busan became the target to examine how to interpret graphs. On the basis of the result, 6 students who characterized by graph interpretation got an in-depth interview and the outcome was analyzed in detail. The students are able to understand both quantitative and qualitative meaning of graphs and they learned practicality while they think of graphs connecting with real life, most of all they have been interested in interpreting the meaning of graphs.
Using GSP Construction Improving Figure Analysis Ability of Pre-service Elementary Teachers
Roh, Eun Hwan ; Kang, Jeong Gi ; Kim, Min Jeong ; Jeong, Sang Tae ;
Education of Primary School Mathematics, volume 17, issue 2, 2014, Pages 127~157
DOI : 10.7468/jksmec.2014.17.2.127
The purpose of the study is to enhance the figure analysis ability for pre-service elementary teacher by using GSP. To do this, we limited to teaching competence divide into ability various problem-solving, extract key elements, predict the difficulty of student and investigated the initial of them, the reality of GSP construction. As results, pre-service elementary teachers made errors, proposed teaching focused on the character using in the problem solving, and found that in one particular difficulties to find the students. The reality of GSP construction activity was possible to explore through the partially constructed a number of various properties, but we found to have difficulty in the connection between concepts. and integrated view of the problem analysis. After visual identification and exploration through the GSP construction, problem-solving ability became a little more variety and changed their direction in order to focus the student`s anticipated difficulties. From these results, we could extract some pedagogical implications helping pre-service teachers to reinforce teaching competence by GSP construction.
Development and Validation of Spatial Visualization Tests for Elementary School Children
Park, Sungsun ;
Education of Primary School Mathematics, volume 17, issue 2, 2014, Pages 159~171
DOI : 10.7468/jksmec.2014.17.2.159
Spatial ability has been valued as one component of intelligence and as an talented domain. And it is associated with the achievements in science, technology, engineering, and mathematics (STEM) disciplines. So, the instrument for measuring spatial ability is very important. The purpose of this study is to develop Spatial Visualization Tests for Elementary School Children and examine internal consistency reliability evidence and construct validity evidence on confirmatory factor analysis of that instrument. For this purpose, `The Spatial Visualization Tests for Elementary School Children was administered to 1482 Korean elementary school students. As a result, this study show that internal consistency reliability evidence using Cronbach` alpha showed item consistency and construct validity evidence from confirmatory factor analysis in the Spatial Visualization Tests for Elementary School Children. And also, this study show ed that item difficulty and item discrimination of the Spatial Visualization Tests for Elementary School Children were within an acceptable range.