본 연구의 목적은 STEAM 수업이 초등학교 수학영재의 수학 창의적 문제해결력과 창의적 태도에 미치는 효과를 알아보는데 있다. 초등학교 수학영재 18명(남 12명, 여 6명)을 대상으로 6주간에 걸쳐 10회기의 STEAM 수업이 진행되었고, 단일집단 사전사후 실험설계가 적용되었다. 본 연구의 주요한 결과는 다음과 같다. 첫째, STEAM 수업은 수학영재의 수학적 사고 능력의 총점, 일반화․적용 및 정보의 조직화 능력, 그리고 수학적 창의성의 총점, 민감성, 유창성, 융통성, 정교성에 유의한 영향을 미치는 것으로 나타났다. 또한 STEAM 수업은 수학 창의적 문제해결력 전체(수학적 사고능력과 창의성)에 유의한 영향을 미치는 것으로 나타났다. 둘째, STEAM 수업은 수학영재의 창의적 태도의 총점, 자발성, 집중성, 개방성에 유의한 영향을 미치는 것으로 나타났다.

The purpose of this study was to investigate the effect of STEAM instruction on math creative problem solving ability(mathematical thinking ability and creativity) and creativity attitude in elementary math gifted students in Y city affiliated gifted education center. A total 18 math gifted 6th grade elementary students(female=6, male=12) were participated in this study. One-group pre- and post-test experimental design was adopted in this study. Before implementing STEAM instruction for math gifted students, pre-tests of math creative problem solving ability and creativity attitude were measured, then during 6 weeks period 10 STEAM interventions were implemented. After that, post-tests of math creative problem solving ability and creativity attitude were assessed. The results of the study were as follows: First, the total score of math thinking ability, and sub-scale scores of generalization and application ability and information organization ability were statistically significant differences between the tests at .05 and .01 significance level. However, the rest of sub-scale mean scores were not statistically significant. And the total score of math creativity, and sub-scale scores of sensitivity, fluency, flexibility and elaboration were statistically significant at .001 significance level. But sub-scale score of originality was not statistically significant. Second, the total score of creativity attitude, and sub-scale scores of spontaneity, concentration, and openness were statistically significant between the tests at .01 and .001 significance level. The findings were discussed with those of the previous studies and the implications of this study and the suggestions for further researches were provided.

The purpose of this study was to investigate the effect of STEAM instruction on math creative problem solving ability(mathematical thinking ability and creativity) and creativity attitude in elementary math gifted students in Y city affiliated gifted education center. A total 18 math gifted 6th grade elementary students(female=6, male=12) were participated in this study. One-group pre- and post-test experimental design was adopted in this study. Before implementing STEAM instruction for math gifted students, pre-tests of math creative problem solving ability and creativity attitude were measured, then during 6 weeks period 10 STEAM interventions were implemented. After that, post-tests of math creative problem solving ability and creativity attitude were assessed. The results of the study were as follows: First, the total score of math thinking ability, and sub-scale scores of generalization and application ability and information organization ability were statistically significant differences between the tests at .05 and .01 significance level. However, the rest of sub-scale mean scores were not statistically significant. And the total score of math creativity, and sub-scale scores of sensitivity, fluency, flexibility and elaboration were statistically significant at .001 significance level. But sub-scale score of originality was not statistically significant. Second, the total score of creativity attitude, and sub-scale scores of spontaneity, concentration, and openness were statistically significant between the tests at .01 and .001 significance level. The findings were discussed with those of the previous studies and the implications of this study and the suggestions for further researches were provided.

STEAM instruction, math creative problem solving ability, creativity attitude