Earticle

The purpose of the study was to compare the characteristics of mathematically gifted students by different selection methods. 60 students who were selected by teachers' nomination and 60 students who were selected by examination took part in this study. To measure their creative, cognitive, practical domains, a Giftedness Test and a Torrance Test of Creative Thinking were used. In addition, 5 gifted education teachers participated in a survey and interview. The results were as follows. The mathematically gifted students who were selected by teachers' nomination were superior to the others in both creative and practical domains. But there was no significant difference in cognitive domain. In addition, the teachers who has taught both groups of students perceived that the students who were selected by teachers' nomination are excellent in creative thinking and leadership ability. As a result, teachers' nomination is an appropriate method in selecting gifted students.

The purpose of this research is to suggest problem posing and provide concrete explanation about learning development process and its example. First, problem posing activity through situation progress in the following order: situation proposal, problem posing, interchange problem solving, problem reflection, group discussion. Second, problem posing activity through mathematical problem solving progress in the following order: problem proposal, problem solving, problem solving using diverse representation, group discussion, individual problem posing activity, interchange problem solving, problem reflection, group discussion. Problem posing activity of proposed research restructure problem posing activity of Ellerton(2013) toward the center group discussion to stress communication. This activity will provide didactic implication in the mathematical classroom.

The purpose of this study was to analyze the 2009 and 2015 revised curriculums and how the textbooks reflect the 2009 revised curriculums well in terms of information processing abilities. First, to do this, we analyzed the similarities and differences of the two revised curriculums. Next, we selected three textbooks to be analyzed, established the analysis framework according to grades, and restricted the subject of analysis to the mathematical tasks in the textbooks. The results of this study were the followings: the 2015 revised curriculum put more emphasis on information processing abilities as compared with the 2009 revised curriculum. Also, some elements of information processing abilities were less reflected in the textbooks. Therefore, the new textbooks which reflect the 2015 revised curriculums should be supplemented by these results.

The purpose of this study was to examine the general tendency of math teacher's personality and teaching specialist, and to determine whether personality type by egogram affected the teaching specialist of math teacher. Original subjects were 80 who attended in math teacher's in-service program in Seoul province in Korea, but 17 subjects among them missed out several items. Therefore final subjects were 63 teachers and they answered a questionnaire(1 to 5 score, ) about the math teacher's teaching specialist and egogram for personality test for themselves in Korea university in Seoul province during Aug. 4-8, 2014.

Nowadays in middle and highschool, students have difficulties in speaking and writing logically on the examples in mathematics classes. The some examples are necessary to improve and change. The purpose of this study were to suggest the some examples for the later study on the logical writing activities of highschool students on mathematic classes.