A Comparative Study of the Ill-Structuredness of Elementary Mathematics Textbook Tasks in Korea, Australia, and the U.S.: Focusing on the Number and Operations Strand

This study compares and analyzes elementary mathematics textbook tasks in the number and operations strand from South Korea, Australia, and the United States, focusing on the degree of ill-structuredness. The analysis was conducted based on three key elements—authenticity, complexity, and openness. The results showed that the degree and characteristics of ill-structuredness varied across countries depending on grade level, lesson type, and specific elements of ill-structuredness. The findings confirm that ill-structuredness in mathematical tasks is a multidimensional concept, and based on these results, implications for the design of tasks in elementary mathematics textbooks are discussed.