References
- 강완.김상미.박만구.백석윤.오영열 (2009). 초등수학교육. 서울: 경문사.(Kang, W., Kim, S., Park, M., Paik, S., & Oh, Y. (2009). Elementary mathematics education. Seoul: Kyungmunsa.)
- 김선희.김부미.이종희 (2014). 수학교육과 정의적 영역. 서울: 경문사.(Kim, S., Kim, B., & Lee, J. (2014). Mathematics education and Affective domain. Seoul: Kyungmunsa.)
- 김선희.박정언 (2011). 수학 학습에서의 메타-정의유형 탐색. 학교수학, 13(3), 469-484.(Kim, S. & Park, J. (2011). Explorating meta-affect types in mathematical learning. Journal of korea Society of Educational Studies in Mathematics School Mathematics, 13(3), 469-484.)
- 도주원.백석윤 (2016). 수학 문제해결에서 메타정의의 기능. 한국초등수학교육학회, 20(4), 563-581.(Do, J. & Paik, S. (2016). The function of meta-affect in mathematical problem solving. Journal of Elementary Mathematics Education in Korea, 20(4), 563-581.)
- 백석윤 (1994). 메타인지적 문제해결력의 지도를 위한 메타문제 유형의 개발. 한국수학교육학회지 시리즈A <수학교육>, 33(2), 177-188.(Paik, S. (1994). Development of meta-problem type for guidance of meta-cognitive problem solving ability. Journal of the Korean Society of Mathematical Education Series A, 33(2), 177-188.)
- 백석윤 (2016). 수학 문제해결 교육. 서울: 경문사.(Paik, S. (2016). Mathematical problem solving education. Seoul: Kyungmunsa.)
- 이종희.김선희 (2002). 수학적 의사소통. 서울: 교우사.(Lee, J. & Kim, S. (2002). Mathematical communication. Seoul: Gyowoosa.)
- Beals, L. (2006). Dyadic collaborative problem solving on engineering tasks in a first grade classroom. Master thesis, Tufts University, Medford.
- Bowen, B. A. (2008). Naturalistic inquiry and the saturation concept: a research note. Retrieved from http://qrj.sagepub.com.
- Brendefur, J. & Frykholm, J. (2000). Prompting mathematical communication in the classroom: two preservice teachers' conceptions and practices. Journal of Mathematics Teacher Education, 3, 125-153. https://doi.org/10.1023/A:1009947032694
- Carlson, M. P. & Bloom, I. (2005). The cyclic nature of problem solving: An emergent multidimensional problem-solving framework. Educational Studies in Mathematics, 58(1), 45-75. https://doi.org/10.1007/s10649-005-0808-x
- Chalmers, C. (2009). Group metacognition during mathemaitcal problem solving. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia 1. Palmerston North. NZ: MERGA.
- Conti, G., & Fellenz, R. (1991). Assessing adult learning strategies. Proceedings of the 32nd Annual Adult Education Research Conference, 2-27.
- Damon, W. & Phelps, E. (1989). Critical distinctions among three approaches to peer education. International journal of educational research 13, 9-19. https://doi.org/10.1016/0883-0355(89)90013-X
- DeBellis, V. A., & Goldin, G. A. (1997). The affective domain in mathematical problem-solving. In: E. Pekhonen (Ed.), Proceedings of the PME 21 2, 209-216.
- DeBellis, V. A., & Goldin, G. A. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63(2), 131-147. https://doi.org/10.1007/s10649-006-9026-4
- Fawcett, L. M. & Garton, A. F. (2005). The effct of peer collaboration on children's problem-solving ability. British Journal of Education Psychology, 75, 157-169. https://doi.org/10.1348/000709904X23411
- Goldin, G. A. (2002). Affect, meta-affect, and mathematical belief structures. In G. C. Leder, E. Pehkonen, & G. Torner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 59-72). Dordrecht: Kluwer.
- Goldin, G. A. (2009). The affective domain and students' mathematical inventiveness. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 181-194). Rotterdam: Sense Publishers.
- Goldin, G. A. (2014). Perspectives on emotion in mathematical engagement, learning, and problem solving. In R. Pekrun and L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education (pp. 391-414). New York : Routledge.
- Gomez-Chacon, I. M. (2000). Affective influence in the knowledge of mathematics. Educational Studies in Mathematics, 43, 149-168. https://doi.org/10.1023/A:1017518812079
- Goos, M. (1995). Metacognitive knowledge, belief and classroom mathematics. In B. Atweh & S. Flavel (Eds.), Galtha(Proceedings of the 18th annual conference of the mathematics education research group of australasia) (pp.300-306). Darwin: MERGA.
- Goos, M. & Galbraith, P. (1996). Do it this way! Metaconitive strategies in collaborative mathematical problem solving. Educational studies in mathematics, 30(3), 229-260. https://doi.org/10.1007/BF00304567
- Goos, M., Galbraith, P. & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in smallgroup problem solving. Educational studies in mathematics, 49(2), 193-223. https://doi.org/10.1023/A:1016209010120
- Gottman, J. M., Katz, L. F., & Hooven, C. (1996). Parental meta-emotion philosophy and the emotional life of families: Theoretical models and preliminary data. Journal of Family Psychology, 10(3), 243-268. https://doi.org/10.1037/0893-3200.10.3.243
- Hannula, M. (2001). The metalevel of cognitionemotion interaction. In M. Ahtee, O. Bjorkqvist, E. Pehkonen & Vatanen (Eds.), Research on mathematics and science education: From beliefs to cognition, from problem solving to understanding (pp. 55-65). Jyvaskyla: University of Jyvaskyla printing house.
- Hannula, M., Evans, J., Philippou, G., & Zan, R., (2004). Affect in mathematics education - exploring theoretical frameworks. Proceedings of the 28th conference of the international Group for the psychology of mathematics education, 1, 107-136.
- Lai, E. R. (2011). Collaboration: a literature review. research report. Retrieved from http://www.pearsonassessments.com/research.
- Lester, F. K., Garofalo, J., & Kroll, D. L. (1989). Self-confidence, interest, beliefs, and metacognition: Key influences on problemsolving behavior. In D. B. McLeod & V. M. Adams (Eds.), Affect and mathematical problem solving: A new perspective (pp. 75-88). New York: Springer-Verlag.
- McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York: Macmillan.
- Malmivuori, M. L. (2001). The dynamics of affect, cognition, and social environment in the regulation of personal learning processes: The case of mathematics. Research Report 172. Helsinki: Helsinki University Press.
- Malmivuori, M. L. (2006). Affect and self-regulation. Educational Studies in Mathematics, 63, 149-164. https://doi.org/10.1007/s10649-006-9022-8
- Moscucci, M. (2010). Why is there not enough fuss about affect and meta-affect among mathematics teacher? Proceedings of the CERME-6, 1811-1820.
- NCTM. (1989). Curriculum and Evaluation Standards for School Mathematics. VA: NCTM.
- Schoenfeld, A. H. (1985). Mathematical problem solving. New York: Academic Press.
- Schoenfeld, A. H. (1989). Ideas in the air: Speculations on small group learning, environmental and cultural influences on cognition, and epistemology. International Journal of Educational Research, 13, 71-88. https://doi.org/10.1016/0883-0355(89)90017-7
- Schoenfeld, A. H.(1999). Looking toward the 21't century: Challenges of educational theory and practice. Educational Researcher, 28(7), 4-14. https://doi.org/10.3102/0013189X028007004
- Schloglmann, W. (2005). Meta-affect and strategies in mathematics learning. Proceeding of CERME-4. 275-284.
- Silver, E. A. (1987). Foundations of cognitive theory and research for mathematics problem-solving instruction. In A. H. Schoenfeld (Ed.), Cognitive Science and Mathematics Education (pp. 33-60). NJ: Hillsdale.
- Yackel, E., Cobb, P., & Wood, T. (1991). Small-group Interactions as a source of learning opportunities in second-grade mathematics. Journal for Research in Mathematics Education, 22(5), 390-408. https://doi.org/10.2307/749187
Cited by
- 수학 영재아의 문제해결 활동에 대한 메타정의적 관점에서의 특성 분석 vol.58, pp.4, 2017, https://doi.org/10.7468/mathedu.2019.58.4.519