• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.563-581
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• 2016

Studies on meta-affect in problem solving tried to build similar structures among affective elements as the structure of cognition and meta-cognition. But it's still need to be more systematic as meta-cognition. This study defines meta-affect as the connection of cognitive elements and affective elements which always include at least one affective element. We logically categorized types of meta-affect in problem solving, and then observed and analyzed the real cases for each type of meta-affect based on the logical categories. We found the operating mechanism of meta-affect in mathematical problem solving. In particular, we found the characteristics of meta function which operates in the process of problem solving. Finally, this study contributes in efficient analysis of meta-affect in problem solving and educational implications of meta-affect in teaching and learning in problem solving.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.2
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• pp.143-159
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• 2018

Since the mathematics learning achievement level is closely related to problem-solving ability, it is necessary to understand the relationship between problem-solving ability and meta-affect ability from the point of view of general mathematics learning ability. In this study, we compared the frequency analysis and the case analysis of the functional aspects of the meta-affect in elementary school students' problem-solving processes according to mathematics learning achievement level in parallel with frequency analysis and case analysis. In other words, the frequency of occurrence of meta-affect, the frequency of meta-affective type, and the frequency of meta-functional types of meta-affect were compared and analyzed according to the mathematics learning achievement level in the collaborative problem-solving activities of small group members with similar mathematics learning achievement level. In addition, we analyzed the representative cases of meta-affect by meta-functional types according to the mathematics learning achievement level in detail. As a result, meta-affect in problem-solving processes of the upper level group acted as relatively various types of meta-functions compared to the lower level group. And, the lower level group, the more affective factors acted in the problem-solving processes.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.59-74
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• 2019

According to previous studies, it shows that the metacognitive ability that makes the positive element of the problem solver positively affects the problem-solving process of mathematics. In order to accurately grasp causality, this study investigates the specific characteristics of the meta-affect factor in the process of problem-solving. To do this, we analyzed the types and frequency of data collected from collaborative problem-solving situations composed of 4th~6th grade mathematically gifted children in small group of two. As a result, it can be seen that the type of meta-affect in the problem-solving process of mathematically gifted children is related to the correctness rate of the problem. First, regardless of the success or failure of the problem-solving, the meta-affect appeared relatively frequently in the meta-affect types in which the cognitive factors related to the context of problem-solving appeared first, and acted as the meta-functional type of the evaluation and attitude. Especially, in the case of successful problem-solving of mathematically gifted children, meta-affect showed a very active function as meta-functional type of evaluation.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.85-99
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• 2017

In order to improve mathematical problem-solving ability, there has been a need for research on practical application of meta-affect which is found to play an important role in problem-solving procedure. In this study, we analyzed the characteristics of the sociodynamical aspects of the meta-affective factor of the successful problem-solving procedure of small groups in the context of collaboration, which is known that it overcomes difficulties in research methods for meta-affect and activates positive meta-affect, and works effectively in actual problem-solving activities. For this purpose, meta-functional type of meta-affect and transact elements of collaboration were identified as the criterion for analysis. This study grasps the characteristics about sociodynamical function of meta-affect that results in successful problem solving by observing and analyzing the case of the transact structure associated with the meta-functional type of meta-affect appearing in actual episode unit of the collaborative mathematical problem-solving activity of elementary school students. The results of this study suggest that it provides practical implications for the implementation of teaching and learning methods of successful mathematical problem solving in the aspect of affective-sociodynamics.

• School Mathematics
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• v.13 no.3
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• pp.469-484
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• 2011

Students experience various affects in solving mathematical problem and learning mathematics. Focusing on meta-affect in affective domain, we explored the types of meta-affect. Our research provides illustrative examples and analysis of meta-affect during solving problem. As a result, meta-affect has four types i.e. monitoring of affect, evaluation of emotion, control of emotion, and utilization of affect. And meta-affect is a main key to decide how to handle affect and influence student's cognitive strategies and affect.

• The Mathematical Education
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• v.58 no.4
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• pp.519-530
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• 2019

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.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.359-376
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• 2021

In this study, in accordance with the research trend that the learner's emotions expressed positively or negatively in mathematics learning or the learner's beliefs and attitudes toward mathematics learning affect the results of mathematics learning, the learner's emotions and affective factors are analyzed in the learner's own learning. A power that can be adjusted according to a goal or purpose is needed, and I tried to explain this power through meta-affect. To this end, the meaning of the definitional and conceptual factors of meta-affect was explored based on prior studies. Affective factors of meta-affect were viewed as emotions, attitudes, and beliefs, and conceptual factors of meta-affect were viewed as awareness, evaluating, controlling, utilization, and monitoring, and the meaning of each conceptual factor was also defined. In this study, the conceptual factors and meanings of meta-affect in terms of using them to help in learning mathematics by controlling them, beyond the identification or examination of the characteristics of the affective factors, which are meaningfully dealt with in the field of mathematics education.

• Proceedings of the Korean Society of Computer Information Conference
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• 2009.01a
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• pp.1-4
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• 2009

이 논문에서는 메타데이터 레지스트리(ISO/IEC 11179: Metadata Registry)들이 가지고 있는 메타데이터 정보를 검색하고, 공유하기 위해 일관성 있는 질의 언어를 제안한다 메타데이터 레지스트리는 국제 표준으로서 메타데이터들을 정의하고 이들을 관리 및 공유를 하기 위해 만들어졌다. 이와 같은 국제 표준을 기반으로 한 메타데이터 레지스트리들이 서지, 환경, 의료 분야 등의 다양한 영역에서 사용되고 있다. 이와 함께 메타데이터 레지스트리를 기반으로 하여 기존에 저장된 메타데이터들을 검색하고, 공유하고, 관리하고자 하는 이슈에 대한 연구가 진행되고 있다. 하지만 현재까지 다양한 분야에 있는 메타데이터 레지스트리가 가지고 있는 정보를 가져오기 위한 표준 인터페이스가 제공되고 있지 않다. 이러한 문제를 해결하기 위한 연구로 SQL에 메타데이터 레지스트리를 위한 공통 연산자들을 추가하여 메타데이터 레지스트리에 존재하는 데이터들을 활용하는 연구가 있다. 하지만 이런 연산자들을 이용하기 위해서는 상용 DBMS 엔진에 추가되어야 하며, 연산자들이 없는 경우 일관된 질의어를 수행할 수 없다는 문제를 가지고 있다. 따라서 이 논문에서는 이와 같은 문제를 해결하기 위해서 국제 표준인 SQL(ISO/IEC 9075) 에서 정의하고 있는 사용자 정의 타입(User-defined types) 을 기반으로 한 일관성 질의 언어를 제안한다.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10b
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• pp.340-345
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• 2006

개인 디지털 콘텐츠 증가에 따른 개인 미디어의 관리를 위해 대량의 메타데이터를 자동으로 생성하는 연구가 반드시 필요하다. 본 논문에서는 온톨로지 기반의 추론을 이용하여 개인 미디어 메타데이터를 자동으로 생성하는 방법을 제안한다. 제안한 방법은 부족한 정보로부터 적합한 의미를 추출하여 메타데이터를 자동 생성하므로 콘텐츠관리의 어려운 문제점을 해결한다. 본 논문에서 제안하는 방법을 사용자가 메모를 부착하기만 하면, 온톨로지 기반 추론을 통해 메타데이터를 자동 생성하는 방법으로 다음과 같은 세가지 기술과 특징을 갖는다. 첫째, 개인 미디어 온톨로지를 정의한다. 둘째, 미디어 메타데이터 표준을 정의한다. 미디어의 종류가 다르더라도 정의한 표준의 키워드만 추출할 수 있다면 미디어의 통합관리가 가능하다. 셋째, 메타데이터 자동 생성 기술을 연구한다. 단순히 온톨로지에 정의된 키워드의 의미만을 보지 않고, 온톨로지 기반의 추론엔진을 이용하여 사용자를 중심으로 관련 키워드의 관계를 고려한 메타데이터 생성의 정확성을 높인다. 이러한 기술을 기반으로 시맨틱 검색도 가능하며, 기존의 메타데이터 저작도구와 비교하여 보다 정확한 메타데이터 자동생성과 검색이 가능하다.

• Journal of the Korea Society of Computer and Information
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• v.28 no.3
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• pp.197-208
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• 2023

The purpose of this study is to establish definitions on Metaverse and Metaverse literacy and to develop a framework for Metaverse literacy utilizing a Delphi study and in-depth interview methods with experts on Metaverse and digital, and future education. 9 experts participated in the Delphi study and 4 took part in the in-depth interview, and Delphi study data was collected via emails from January 12th to 17th and in-depth study data was gathered via zoom from March 1st to 19th in 2022. To establish the definition of Metaverse, 6 existing definitions were presented and ranked with calculated means of each definition, and additional comments were collected. To build the definition of Metaverse literacy, 1 existing definition was shown and calculated with the degree of agreement, and additional feedback was gathered. To develop a framework for Metaverse literacy, 12 sub-concepts were presented and ranked with calculated means of each concept. After applying feedback of the Delphi study, the authors re-established the definitions of Metaverse and Metaverse literacy, and re-develop the framework for Metaverse literacy. In the in-depth interview, feedback on these definitions and the framework was collected. After these processes, the definitions of Metaverse and Metaverse literacy were finalized, and the framework for Metaverse literacy was developed. Based on the results, implications and limitations of the study, and possible future study are discussed.