Key to 21st Century Skills: Collaborative Problem Solving in Mathematics Education

This study aims to provide a detailed examination of the conceptualization, scope, and applicability of collaborative problem-solving (CPS) in the context of mathematics education, shedding light on both its theoretical and practical aspects. The present study is a theoretical analytical research aimed at deeply examining both the theoretical and practical aspects of CPS in the context of mathematics education. In the 21st century, CPS stands out as a critical skill for success in both education and the business world, developing both cognitive and social skills in students. The key components of CPS include social interactions such as collaboration, negotiation, and sharing, along with cognitive problem-solving processes, all supported by group dynamics. Mathematics education plays a central role in developing 21st-century skills and fostering innovative abilities like CPS. CPS encourages students to collaborate, exchange ideas, and develop creative thinking skills during mathematical problem-solving processes. In CPS processes within mathematics classrooms, teachers play a critical role not only as knowledge transmitters but also as facilitators who guide students' meaning-making processes. Research shows that CPS processes deepen student interactions and mathematical understanding through authority relationships, feedback loops, and metacognitive conversations. As a result, integrating CPS into mathematics education not only enhances students' mathematical achievements but also contributes to creating an inclusive and interactive learning environment. This comprehensive study on CPS and mathematics education provides valuable insights for future research directions and offers recommendations for practitioners.