Browse > Article
http://dx.doi.org/10.7858/eamj.2022.030

A Study on the Development of a Mathematics Teaching and Learning Model for Meta-Affects Activation  

Son, Bok Eun (Kyonggi University)
Publication Information
East Asian mathematical journal / v.38, no.4, 2022 , pp. 497-516 More about this Journal
Abstract
In this study, we tried to devise a method to activate meta-affect in the aspect of supporting mathematics teaching and learning according to the need to find specific strategies and teaching and learning methods to activate learners' meta-affect in mathematics subjects, which are highly influenced by psychological factors. To this end, the definitional and conceptual elements of meta-affect which are the basis of this study, were identified from previous studies. Reflecting these factors, a teaching and learning model that activates meta-affect was devised, and a meta-affect activation strategy applied in the model was constructed. The mathematics teaching and learning model that activates meta-affect developed in this study was refined by verifying its suitability and convenience in the field through expert advice and application of actual mathematics classes. The developed model is meaningful in that it proposed a variety of practical teaching and learning methods that activate the meta-affect of learners in a mathematical learning situation.
Keywords
meta-affect; meta-affects activation; meta-affect teaching and learning model; meta-affect strategies;
Citations & Related Records
연도 인용수 순위
  • Reference
1 박승미.김철규.차선경(2014). 간호대학생의 정서인식, 정서표현양면성, 정서조절이 대학생활적응에 미치는 영향. 한국간호교육학회지, 20(2), 300-311.   DOI
2 손복은.고호경(2018). 수학 담화에서 나타나는 교사의 감성적 언어 빈도 분석. 수학교육논문집, 32(4), 555-573.
3 윤석빈(1999). 경험하는 정서의 종류와 선행사건에 따른 정서조절 양식의 차이. 서울대학교 석사학위논문.
4 최은주.김춘경(2011). 정서표현과 정서조절을 강화하는 문학치료 프로그램이 저소득층 아동의 또래관계에 미치는 효과. 정서.행동장애연구, 27(2), 209-234.
5 Alston, P. L. (1969). Education and the state in Tsarist Russia. Standford University Press.
6 Carlson, M. P. (2000). A Study of the mathematical behaviours of mathematicians: The role of metacognition and mathematical intimacy in solving problems. In T. Nakahara & M. Koyama(Eds.). Proceedings of the 24th conference of the international group for the psychology if mathematics education(Vol.2). Japan: Hiroshima University. 137-144.
7 Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317-333.   DOI
8 DeBellis, V. A., & Goldin, G. A. (1997). The affective domain in mathematical problem-solving. In E. Pekhonen (Ed.), Proceedings of the PME 21, 2(pp. 209-216). University of Helsinki Dept. of Teacher Education.
9 DeBellis, V. A., & Goldin, G. A. (1999). Aspects of affect: Mathematical intimacy, mathematical integrity. In O. Zaslavsky (Ed.), Proceedings of the 23th conference of the international group for the psychology of mathematics education, 2 (pp. 249-256). Haifa, Israel: Technion Printing Center.
10 김선희(2019). 수학 교과에서 메타정의의 개념 탐색 및 교수.학습 방안 마련을 위한 델파이 연구. 수학교육학연구, 29(2), 321-338.
11 도주원(2018). 협업적 수학 문제해결 과정에 작용하는 메타정의의 기능적 특성. 서울교육대학교 박사학위논문.
12 이시은(2009). 성인애착과 정서조절 양식의 관계에 대한 자아존중감의 중재효과. 상담 및 치료, 21(4), 897-914.
13 Brady, R. (2008). Realizing true education with mindfulness. Human Architecture: Journal of the Sociology of Self-Knowledge, 6(3), 13.
14 Cole, P. M., Michel, M. K., & Teti, L. O. D. (1994). The development of emotion regulation and dysregulation: A clinical perspective. Monographs of the society for research in child development, 59(2-3), 73-102.   DOI
15 Mandler, G. (1989). Affect and learning: Causes and consequences of emotional interactions. In D. McLeod & V. Adams (Eds) Affect and mathematical problem solving: A new perspective (pp 3-19). New York, Springer-Verlag.
16 Hannula, M. S., Op't Eynde, P., Schloglmann, W., & Malmo, T. W. (2007). Affect and mathematical thinking. In D. Pitta-Pantazi & G. Philippou (Eds.), Proceeding of CERME-5 (pp. 202-207). Larnaca: University of Cyprus.
17 Kabat-Zinn, J. (1990). Full catastrophe living: The program of the stress reduction clinic at the University of Massachusetts Medical Center.
18 Leder, G., & Grootenbore, P. J. (2005). Affect and mathematics education. Mathematical Education Research Journal, 17(2), 1-8.   DOI
19 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.
20 Malmivuori, M. L. (2006). Affect and self-regulation. Educational Studies in Mathematics, 63, 149-164.   DOI
21 Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey, & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implication. New York: Basic Books.
22 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.
23 박인숙(2018). 감정카드를 활용한 정서조절능력 향상 프로그램이 초등학생의 또래관계에 미치는 효과. 국민대학교 석사학위논문.
24 Swinkels, A., & Giuliano, T. A. (1995). The measurement and conceptualization of mood awareness: Attention directed toward one's mood states. Personality and Social Psychology Bulletin, 21, 934-949.   DOI
25 McLeod, D. B. (1994). Research on affect and mathematics learning in the JRME: 1970 to the present. Journal for Research in Mathematics Education, 25 (6), 637-647.   DOI
26 Schloglmann, W. (2005). Meta-affect and strategies in mathematics learning. In M. Bosch (Ed), Proceeding of CERME - 4 (pp. 275-284). Barcelona: FundEmi IQS.
27 Tzohar-Rozen, M., & Kramarski, B. (2017). Meta-cognition and meta-affect in young students: does it make a difference on mathematical problem solving. Teachers College Record, 119(13), 1.
28 Fennema, E. (1989). The Study of Affect and Mathematics: A Proposed Generic Model for Research. In D. B. McLeod & V. M. Adams (Eds.), Affect and Mathematical problem solving: A new perspective (pp. 205-219). New York: Springer-Verlag.
29 DeBellis, V. A., & Goldin, G. A. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63, 131-147.   DOI
30 Di Martino, P., & Zan, R. (2013). Where Does fear of maths come from? Beyond the purely emotional. In Congress of the European Society of Research in Mathematics Education (pp. 1309-1318). Middle East Technical University.
31 Goldin, G. A. (2000). Affective pathways and representation in mathematical problem solving. Mathematical Thinking and learning, 2(3), 209-219.   DOI
32 Greenberg, L. S., & Paivio, S. C. (1997). 심리치료에서 정서를 어떻게 다룰 것인가. 이홍표 역(2008). 서울: 학지사.
33 Goldin, G. A. (2007). Affective pathways and structures in urban student's mathematical learning. In D. K. Pugalee, A. Rogerson, & A. Schinck (Eds.), Mathematics education in a global community: Proceeding of the 9th international conference on mathematics education (pp. 260-265). Charlotte, NC: University of North Carolina.
34 Hannula, M. S. (2001). The metalevel of cognition-emotion 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.
35 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.
36 Goldin, G. A. (2003). Representation in school mathematics: A unifying research perspective. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 275-286). Reston, VA: NCTM.
37 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.
38 Goldin, G. A. (2014). Perspectives on emotion in mathematical engagement, learning, and problem solving. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 391-414). New York: Routledge.
39 Gomez-Chacon, I. M. (2000). Affective influence in the knowledge of mathematics. Educational Studies in Mathematics, 43, 149-168.   DOI
40 Gomez-Chacon, I. M. (2017). Appraising Emotion in Mathematical Knowledge: reflections on methodology. In Understanding emotions in mathematical thinking and learning (pp. 43-73). Academic Press.
41 도주원.백석윤(2017). 수학 문제해결 과정에 작용하는 메타정의의 사회역학적 기능. 초등수학교육, 20(1), 85-99.
42 김선희.박정언(2011). 수학 학습에서의 메타-정의 유형 탐색. 학교수학, 13(3), 469-484.
43 김소영.김진숙(2011). 아동용 정서조절 척도 개발. 상담학연구, 12(4), 1091-1108.
44 김희숙(2006). 정서조절양식, 사회적 문제해결 능력 및 대학생활 적응의 관계. 학생생활연구, 20, 176-201.