초등수학영재의 짝수·홀수 개념에 대한 이해 분석

Abstract

When are even and odd number concepts dealt with in elementary school mathematics, how can even and odd numbers be defined in this regard? This study aims to analyze which types take precedence in the process of defining even and odd numbers for potential mathematical gifted students. Potential mathematical gifted students were defined as 40 students who passed the first screening among the students who applied for the elementary mathematics class at P University’s Science Gifted Education Center. In-depth interviews were conducted for these 40 students. First, one type that can be defined for even and odd concepts was described and explained. Then, the concepts of even and odd were described in different forms, and then we asked about the types that defined even and odd numbers and collected the results. According to the research results, the process of explaining even and odd numbers is related to number concepts, multiplication concepts, and division concepts covered in elementary mathematics. Students explained some of them and explained the relationship between these concepts. However, instead of explaining even and odd numbers in mathematical terms, some students responded by repeating tautologies such as ‘there is a pair’ or ‘there is no pair’ or by drawing pictures. By looking at the types and levels of definitions in the process of explaining even-numbered and odd-numbered concepts in potential mathematical gifted students, it will be possible to find meaningful implications for the evaluation of potential mathematical gifted students by looking at their understanding of basic concepts and how they are connected and explained.