Development of a teaching model for collaborative problem solving in middle school mathematics

The purpose of this study is to develop a teaching model of a school mathematics that utilizes meta-affect to help middle school students develop collaborative problem solving skills in mathematics. To this end, a collaborative mathematics learning program based on student-student interaction in mathematics, including a teaching and learning model, a mathematics diary for self-reporting on meta-affect and metacognition, and a letter: writing form for students to write to themselves and their teachers. As a developmental study, this study developed a mathematics teaching model so that mata-affect could be added to the metacognition that had been used for reflective thinking activities in existing research and conducted a case study of applying the CPS-M lesson program to 10 first-year middle school students in cities D and G to confirm its applicability in the field. Based on the analysis of class videos, students' math diaries, and teachers' observation evaluation etc., during the collaborative problem solving process, students used mata-affect to become aware of and control their emotions in the process of understanding and sharing the meaning of the problem and sharing problem solving strategies. In particular, as a result of the pre-post test on meta-affect, students' grades increased in awareness of affect and emotional control among the detailed factors of meta-affect.