@article{ART003308247},
author={JI-SOO BYUN},
title={Development of a Geometry Mentoring Model for Gifted Middle School Students through Classical Geometry Inquiry},
journal={인문논총 },
issn={2005-6222},
year={2026},
volume={69},
pages={105-125}
TY - JOUR
AU - JI-SOO BYUN
TI - Development of a Geometry Mentoring Model for Gifted Middle School Students through Classical Geometry Inquiry
JO - 인문논총
PY - 2026
VL - 69
IS - null
PB - Institute for Human studies, Kyungnam University
SP - 105
EP - 125
SN - 2005-6222
AB - This study aims to develop a mentorship model for supporting self-directed geometry inquiry among middle school mathematically gifted students. Geometry exhibits a steep progression from middle school basics to advanced abstraction, making it challenging to develop in-depth inquiry topics at the secondary level.
Analyzing five cases of classical geometry mentorship inquiry conducted with middle school mathematically gifted students from 2020 to 2024, this study proposes a four-stage inquiry model: exploration → conjecture → proof → generalization. The analysis revealed that prompting questions in the exploration stage stimulate students' curiosity for pattern discovery, conjecture formation in the conjecture stage leads to problem posing, progression from specific to general cases in the proof stage develops mathematical rigor, and reverse problems and condition variations in the generalization stage foster creativity. Additionally, students' psychological stability and mentors' scaffolded support were identified as key factors enhancing inquiry engagement.
The proposed geometry mentorship model consists of: (1) selection of geometry problems with potential for deepening and generalization, (2) a sequential inquiry process of exploration → conjecture → proof → generalization, and (3) differentiated mentor-mentee interactions based on students' dispositions. This model enables students to autonomously discover research topics through dynamic exploration with tools like GeoGebra, formulate conjectures, achieve mathematical rigor through proofs, and demonstrate creativity through generalization, ultimately growing into independent inquirers equipped with mathematical rigor and creativity.
KW - Mentorship guidance;Geometry gifted education;Exploration-conjecture-proof-generaliza tion;van Hiele model;Mathematical creativity;Self-directed inquiry
DO -
UR -
ER -
JI-SOO BYUN. (2026). Development of a Geometry Mentoring Model for Gifted Middle School Students through Classical Geometry Inquiry. 인문논총 , 69, 105-125.
JI-SOO BYUN. 2026, "Development of a Geometry Mentoring Model for Gifted Middle School Students through Classical Geometry Inquiry", 인문논총 , vol.69, pp.105-125.
JI-SOO BYUN "Development of a Geometry Mentoring Model for Gifted Middle School Students through Classical Geometry Inquiry" 인문논총 69 pp.105-125 (2026) : 105.
JI-SOO BYUN. Development of a Geometry Mentoring Model for Gifted Middle School Students through Classical Geometry Inquiry. 2026; 69 105-125.
JI-SOO BYUN. "Development of a Geometry Mentoring Model for Gifted Middle School Students through Classical Geometry Inquiry" 인문논총 69(2026) : 105-125.
JI-SOO BYUN. Development of a Geometry Mentoring Model for Gifted Middle School Students through Classical Geometry Inquiry. 인문논총 , 69, 105-125.
JI-SOO BYUN. Development of a Geometry Mentoring Model for Gifted Middle School Students through Classical Geometry Inquiry. 인문논총 . 2026; 69 105-125.
JI-SOO BYUN. Development of a Geometry Mentoring Model for Gifted Middle School Students through Classical Geometry Inquiry. 2026; 69 105-125.
JI-SOO BYUN. "Development of a Geometry Mentoring Model for Gifted Middle School Students through Classical Geometry Inquiry" 인문논총 69(2026) : 105-125.
