The purpose of a series of our studies is to investigate the role of "self-referential activity" in mathematical problem solving. The term "self-referential activity" means solver's activities that he/she refers to his/her own solving processes or products during or after problem solving. In study (I), we proposed the theoretical framework for analyzing self-referential activity. And, in study (II) and (III), we elaborated the variable "OG/NOG" and "M-SE/SE-C" respectively. In studies (VII), we investigated "looking-back" activity after problem solving to examine the nature of variable "UEPS/AEPS" in problem solving. In each study, we have focused on one variable in our framework to elaborate each variable or to clarify the arguments. In this article, two self-referential activities during a problem-solving process were analyzed using multiple variables as analytical points of view in order to verify the effectiveness and validity of the framework and to discuss pedagogical suggestion to problem solving instruction. By combination of variables, the descriptive power increased, and it became possible to capture some self-referential activities in detail. Especially, in the analysis, a certain pattern of occurrence of self-referential activity connected to success control was suggested. In regard to problem solving instruction, it was suggested that "Good-Judge" for the current/ongoing problem situation and going back to past successful problem-solving process/product (a kind of Previous/Current Goal Self-Referential Activity), and therefore such an intentional instruction that the above-mentioned self-referential activity was internalized were important.
