1 |
Clark, B. (1988). Growing up gifted(3th ed.). Columbus, OH: Merrill.
|
2 |
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.
|
3 |
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.
DOI
|
4 |
Do, J. W. (2018). Aspects of meta-affect in collaborative mathematical problem-solving processes. Unpublished doctoral dissertation, Seoul National University of Education.
|
5 |
Do, J. W. & Paik, S. Y. (2016). The function of meta-affect in mathematical problem solving. Journal of Elementary Mathematics Education in Korea 20(4) 563-581.
|
6 |
Do, J. W. & Paik, S. Y. (2017). The sociodynamical function of meta-affect in mathematical problem-solving procedure J. Korea Soc. Math. Ed. Ser. C: Education of Primary School Mathematics 20(1), 85-99.
DOI
|
7 |
Do, J. W. & Paik, S. Y. (2018). Aspects of meta-affect according to mathematics learning achievement level in problem-solving processes. Journal of Elementary Mathematics Education in Korea 22(2) 143-159.
|
8 |
Do, J. W. & Paik, S. Y. (2019). Aspects of meta-affect in problem-solving process of mathematically gifted children. Journal of Elementary Mathematics Education in Korea 23(1) 59-74.
|
9 |
Fraiser, M. M. & Passow, A. H. (1994). Towards a new paradigm for identifying talent potential. Storrs, CT: University of Commecticut, The National Research Center on the Gifted and Talented.
|
10 |
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.
|
11 |
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.
|
12 |
Goldin, G. A. (2004). Characteristics of affect as a system of representation. In M. J. Hoines & A. B. Fuglestad (Eds.), Proceedings of the PME 28, 1 (pp. 109-114). Bergen: Bergen University College.
|
13 |
Goldin, G. A. (2006). Commentary on "The articulation of symbol and mediation in mathematics education" by Moreno-Armella and Sriraman. ZDM: The International Journal on Mathematics Education, 38, 70-72.
DOI
|
14 |
Goldin, G. A. (2007). Aspects of affect and mathematical modeling processes. In R. Lesh, E. Hamilton, & J. Kaput (Eds.), Foundations for the future in mathematics education (pp. 281-296). NJ: Erlbaum.
|
15 |
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.
|
16 |
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.
|
17 |
Goldin, G. A. (2010). Commentary on symbols and mediation in mathematics education. In B. Sriraman & L. English (Eds.), Theories of mathematics education? (pp. 233-237). New York: Springer-Verlag.
|
18 |
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.
|
19 |
Malmivuori, M. L. (2001). 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 |
Moscucci, M. (2010). Why is there not enough fuss about affect and meta-affect among mathematics teacher? In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds), Proceedings of the CERME-6 (pp. 1811-1820). INRP, Lyon.
|
22 |
Renzulli, J. S. & Reis, S. M. (1997). The schoolwide enrichment model: A how-to guide foe educational excellence (2nd ed.). Mansfield Center, CT: Creative Learning Press.
|
23 |
Schloglmann, W. (2005). Meta-affect and strategies in mathematics learning. In M. Bosch (Ed), Proceeding of CERME-4 (pp. 275-284). Barcelona: FundEmi IQS.
|
24 |
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.
|