교사추천서 분석을 통한 수학 고도영재에 대한 교사 인식 탐색 = Exploring Teachers’ Perceptions of Mathematically Highly Gifted Students through Analysis of Teacher Recommendation Letters

다국어 초록 (Multilingual Abstract)

This study aims to structurally examine how teachers perceive and describe the competencies of mathematically highly gifted students by analyzing free-form teacher recommendation letters used in the identification process for mathematically highly gifted students. For this purpose, teacher recommendation letters for 205 applicants to a pilot program for mathematically highly gifted education were collected, and a total of 6,614 sentences were extracted as units of analysis. Text network analysis and topic modeling were employed to analyze the data. The results revealed that keywords related to cognitive characteristics—such as problem, solution, and ability—showed high centrality values and functioned as core axes within the structure of teachers’ perceptions. In addition, the topic modeling results identified major themes related to learning strategies, logical thinking, and problem-solving abilities. These findings contribute to an understanding of the linguistic structure underlying teachers’ evaluative judgments expressed in recommendation letters and provide foundational data for discussions on evaluation criteria and assessment tools used in the identification process for mathematically highly gifted students.