Research Trends in the Ill-Structured Problem-Solving of Mathematics Education in Korea

Abstract

In mathematics education, there has been substantial interest in mathematical problem-solving, which has led to the development of competencies of problem-solving based on the relevance and applicability of mathematical knowledge learned in school to problem-solving in one’s everyday life. This study revisits the development of ill-structured problem-solving and its pedagogical implications with the aim of providing students with a transferable problem-solving experience in which the knowledge they learn in school can be meaningfully employed in a real-world context. To examine the overall trend of research focusing on ill-structured problems or ill-structured problem-solving, this study statistically analyzed the papers published in the field of mathematics education in Korea according to the research period, topic, research method, and mathematics content strands to provide useful insights as descriptive research. More specifically, the ill-structuredness of textbook problems, the process of ill-structured problem-solving and the collaborative problem solving that emerges from ill-structured problem-solving were analyzed more closely. Based on the results, the researchers suggested the directions and implications for mathematical problem-solving in terms of ill-structured problems or problem-solving in mathematics education.