A Book Review of Students’ Collaborative Problem Solving in Mathematics Classrooms: An Empirical Study

Mutmainnah Mutmainnah; Duano Sapta Nusantara; Da Tien Nguyen; Rohati Rohati

doi:10.58421/misro.v5i4.1762

DOI:

https://doi.org/10.58421/misro.v5i4.1762

Authors

Mutmainnah Mutmainnah Universitas Jambi https://orcid.org/0009-0007-0312-0453
Duano Sapta Nusantara Universitas Jambi
Da Tien Nguyen Hanoi Metropolitan University, Hanoi
Rohati Rohati Universitas Jambi

Keywords:

Book review , Classroom interaction, Collaborative problem solving, Mathematical communication, Mathematics learning, Teacher intervention

Abstract

This article reviews Students’ Collaborative Problem Solving in Mathematics Classrooms: An Empirical Study, edited by Yiming Cao and published by Springer Singapore in 2024 in the Perspectives on Rethinking and Reforming Education series. The book examines collaborative problem solving in mathematics classrooms, focusing on social interaction, mathematical communication, co-construction of knowledge, and teacher facilitation. Although this topic has been widely discussed in mathematics education, further analysis is needed on how task design, classroom interaction, and teacher intervention support collaborative mathematical problem solving. This review aims to examine the book’s contribution to mathematics education and collaboration-based learning. Using a descriptive-critical method, it analyzes the book’s structure, theoretical foundations, learning activity design, empirical orientation, strengths, limitations, and implications. The review indicates that the book contributes to understanding mathematics learning as a socio-cognitive process in which students negotiate meaning, present arguments, and construct solutions collaboratively. It also highlights teachers’ roles in designing, guiding, and intervening in collaborative activities. However, its focus on Chinese mathematics classrooms may limit transferability to broader educational contexts, and its operational guidelines remain limited. Overall, the book is a valuable reference for educators, researchers, and practitioners and suggests future research on task design, teacher intervention, and collaborative problem-solving assessment.

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