ABSTRACT
What is the role of individual differences in the study of mathematical problem solving? Researchers in mathematics education have traditionally considered individual differences in problem solving along two distinguishable though somewhat overlapping research lines. Some have concentrated on the problem solvers themselves, distinguishing between “good” and “poor” problem solvers and their characteristic approaches to problem solving. Krutetskii’s (1976) monumental work on mathematical abilities is one example of this line of research; Bloom and Broder’s (1950) description of successful and unsuccessful problem solvers is another. Recent interest in “expert” and “novice” problem solvers also fits into this category. Other researchers have sought to identify more general aptitudes or individual characteristics, such as spatial ability, which interact or correlate with problem-solving ability.
