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http://dx.doi.org/10.7468/mathedu.2019.58.4.519

Analysis of characteristics from meta-affect viewpoint on problem-solving activities of mathematically gifted children  

Do, Joowon (Seoul Banghyun Elementary School)
Paik, Suckyoon (Seoul National University of Education)
Publication Information
The Mathematical Education / v.58, no.4, 2019 , pp. 519-530 More about this Journal
Abstract
According to previous studies, meta-affect based on the interaction between cognitive and affective elements in mathematics learning activities maintains a close mechanical relationship with the learner's mathematical ability in a similar way to meta-cognition. In this study, in order to grasp these characteristics phenomenologically, small group problem-solving cases of 5th grade elementary mathematically gifted children were analyzed from a meta-affective perspective. As a result, the two types of problem-solving cases of mathematically gifted children were relatively frequent in the types of meta-affect in which cognitive element related to the cognitive characteristics of mathematically gifted children appeared first. Meta-affects were actively acted as the meta-function of evaluation and attitude types. In the case of successful problem-solving, it was largely biased by the meta-function of evaluation type. In the case of unsuccessful problem-solving, it was largely biased by the meta-function of the monitoring type. It could be seen that the cognitive and affective characteristics of mathematically gifted children appear in problem solving activities through meta-affective activities. In particular, it was found that the affective competence of the problem solver acted on problem-solving activities by meta-affect in the form of emotion or attitude. The meta-affecive characteristics of mathematically gifted children and their working principles will provide implications in terms of emotions and attitudes related to mathematics learning.
Keywords
meta-affect; meta-function; mathematically gifted children; problem-solving;
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