Abstract
This study developed meta-affect learning strategies in mathematics and applied them to mathematics classes. The meta-affect strategies are consisted of affective planning, monitoring, and reflection. The affective planning is to represent emotions that student expects, the affective monitoring is to check his/her affect in the process of solving problems, and the affective reflection is to look back and compare the emotions before and after mathematical activities, and to write a math emotion diary. As a result of applying the meta-affect strategies 12-14 times to 66 first graders in middle school, students’ affective achievement in mathematics was improved later than before the experiment, especially in value recognition and confidence. Meta-affect was also improved compared to before the experiment, especially in affective regulation, using and awareness. In the texts written by students about the meta-affect strategy experience, the awareness and use of affect were remarkable. Through this study, it was suggested that more studies on the development and application of meta-affect strategies should be conducted in the future, since meta-affect can be taught.
Published Version
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