Frustration in mathematical problem-solving: A systematic review of research

Kaitlin Riegel

doi:10.3934/steme.2021012

Article Contents

2021, Volume 1, Issue 3: 157-169. Doi: 10.3934/steme.2021012 open access

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Frustration in mathematical problem-solving: A systematic review of research

Kaitlin Riegel^1, ,

1.
Department of Mathematics, University of Auckland, Auckland, New Zealand

* Correspondence: krie235@aucklanduni.ac.nz
* Correspondence: krie235@aucklanduni.ac.nz

Academic Editor: Christopher Tisdell

Received: April 30, 2021

Revised: June 30, 2021

Published: August 2021

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Abstract

Emotions are an integral part of problem-solving, but must emotions traditionally conceptualised as "negative" have negative consequences in learning? Frustration is one of the most prominent emotions reported during mathematical problem-solving across all levels of learning. Despite research aiming to mitigate frustration, it can play a positive role during mathematical problem solving. A systematic review method was used to explore how frustration usually appears in students during mathematical problem-solving and the typical patterns of emotions, behaviours, and cognitive processes that are associated with its occurrence. The findings are mixed, which informs the need for further research in this area. Additionally, there are theories and qualitative findings about the potential positive role of frustration that have not been followed up with empirical investigations, which illuminate how our findings about negative emotions may be limited by the questions we ask as researchers. With the support of research, I consider how educators may directly or indirectly address rethinking the role and consequences of frustration during problem-solving with their students.

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Mathematics Subject Classification: Article.

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Table 1. Literature search and processing of records

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Table 2. Studies selected for the systematic review and the role of frustration

Author(s)	Method	Participants	Role
Bjuland [24]	QL	Student teachers	positive
Carlson & Bloom [27]	QL	Mathematicians (N = 12)	inconclusive
Chen et al. [18]	MM	Case study of a 9-year-old boy	negative
DeBellis & Goldin [26]	QL	High school students (N = 8)	positive
DeBellis & Goldin [10]	T/QL	9-10 year olds (N = 19)	both
Di Leo & Muis [13]	MM	Grade 5 students (N = 57)	negative
Di Leo et al. [11]	MM	Study 1: Grade 5-6 students (N = 138); Study 2: Grade 5 students (N = 79)	both
Galán & Beal [16]	QN	Undergraduate students (N = 16)	negative
Goldin [23]	T	n/a	both
Goldin [5]	T	n/a	both
Goldin [20]	T	n/a	both
Goldin et al. [19]	T	n/a	both
Gómez et al. [17]	QN	Grade 9 students (N = 452)	negative
McCleod [21]	T	n/a	negative
Muis et al. [12]	MM	Grade 5 students (N = 79)	negative
Munzar et al. [14]	MM	Study 1: Grade 3-6 students (N = 136); Study 2: Grade 5 students (N = 80)	negative
O'Dell [29]	QL	Grade 4-5 students (N = 10)	positive
Presmeg & Balderas-Cañas [28]	QL	Graduate students (N = 4)	both
Voica et al. [25]	MM	Pre-service teachers (N = 114)	inconclusive
Weber [22]	QL	Case study of an undergraduate student	negative
Note. QL = Qualitative, QN = Quantitative, T = Theoretical, MM = Mixed Methods

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Table 3. Summary of the findings on the role of frustration in mathematical problem-solving by study participants

	Positive	Negative	Both	Inconclusive	Total
Primary	1	4	2	-	7
Secondary	1	1	-	-	2
Tertiary	-	2	1	-	3
Student-teachers	1	-	-	1	2
Mathematicians	-	-	-	1	1
Total	3	7	3	2	15
*Note. The exclusively theoretical papers were not applicable so were not included (N = 15)

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Table 4. Summary of the role of frustration in mathematical problem-solving by study methods

	Positive	Negative	Both	Omitted	Total
Qualitative	3	1	1	1	6
Quantitative	-	2	-	-	2
Mixed-Methods	-	4	1	1	6
Theoretical	-	1	5	-	6
Total	3	8	7	2	20
*Note. DeBellis & Goldin [10] was included as a theoretical study as this is where the discussion of the role of frustration is dominant.

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