
Frustration in mathematical problem-solving: A systematic review of research
Author(s) -
Kaitlin Riegel
Publication year - 2021
Publication title -
stem education
Language(s) - English
Resource type - Journals
ISSN - 2767-1925
DOI - 10.3934/steme.2021012
Subject(s) - frustration , psychology , cognition , empirical research , social psychology , cognitive psychology , epistemology , philosophy , neuroscience
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.