Laishram Nirtish Singh, Laisom Sharmeswar Singh, Laishram Arjun Singh
and Jocyline Thokchom
Manipur University, Canchipur, Manipur, India,
Pages: 107-118
In an increasingly complex world, problem-solving ability is a critical competency that
influences success across various domains, including academics, personal life, and
professional endeavours. In mathematics, problem-solving extends beyond
computations, requiring conceptual understanding, logical reasoning, and analytical
thinking. The National Council of Teachers of Mathematics advocates integrating
problem-solving into curricula to enhance student engagement and connect
mathematical concepts to real-life applications. Pólya’s four-step model—understanding
the problem, devising a plan, carrying out the plan, and looking back —provides a
foundational framework for problem solvers. This systematic review synthesises existing
research to examine the relationship between problem-solving ability and variables
such as gender, family type, school type, and locality. A comprehensive search was
conducted using Scopus, Web of Science, Google Scholar, ERIC, Shodhganga
databases, etc. The review includes empirical studies from the past five decades,
usually following PRISMA guidelines. Findings indicate that gender-based differences
in problem-solving ability are inconsistent, with some studies suggesting males excel
in abstract tasks while females perform better in verbal and social contexts. Family
type influences independence or collaborative skills, while urban students often
outperform rural counterparts due to exposure and resource availability. School type
also impacts problem-solving ability, with private schools generally providing better
opportunities for cognitive development. The research highlights gaps, particularly a
lack of studies exploring these correlates in the North Eastern States of India. It also
emphasises the need for localised studies and improved assessment tools to capture
both dimensions and strategies of problem-solving ability. This review article offers
valuable insights for educators, policymakers, and curriculum developers to foster
equitable learning environments that promote mathematical competencies