Abstract ▼ AI-Helper

The overall understanding of formation of the informal mathematical experience is expected to be of great help to the changing school education.
The differences among the informal mathematical experiences were investigated. The researcher also investigated whether there are differences in prefe...

The overall understanding of formation of the informal mathematical experience is expected to be of great help to the changing school education.
The differences among the informal mathematical experiences were investigated. The researcher also investigated whether there are differences in preference to the formal learning programs that students actually receive in class, and how the students reflect changes in school studies. 30 fourth graders from the Seoul Metropolitan Office of Education and 30 fourth graders at S elementary schools in Yongin, Gyeonggi Province were selected for the study.
Informal mathematical experience tests consist of preference of professor learning program, mathematical interest checks, and mathematical attitude tests.
Examining mathematical attitudes and interests is not an easy task. Therefore, the questionnaire was conducted under the premise that interest and attitude toward mathematics were the same as the interest and attitude toward mathematics instruction. After the questionnaire survey, a simple interview was conducted for each student. As a result, mathematically gifted students were found to have more informal mathematics education experiences than ordinary students. Especially, among the informal education experience, the experience of publishment was different. There was no difference in the preference of teaching learning program types among the two groups. Both mathematically gifted students and ordinary students were found to be preferred to teaching and learning programs of non-formal math experience. It can be concluded that the preference of teaching and learning program of mathematically gifted students and ordinary students is not the matter of the group but the matter of individual's preference.
Based on this results, formal education lessons should be recognized significant differently in informal mathematical experiences. Thus, we need to apply various teaching programs to the students. These lessons lead to gifted students’ interest and participation to the informal math experience and can again lead to a virtuous circle of learning to foster a positive sentiment toward the interests and attitudes of school education.

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