What types of insight do expert students gain during work with ill-structured problems in mathematics?

Abstract

In our study, we explored how two high-performing mathematics students gained insight while working on ill-structured problems. We followed their problem-solving process through taskbased interviews and observed a similar sequence of insights in both participants’ work- (1) Spontaneous insight, (2) Passive gradual insight, (3) Sudden insight, and (4) Active gradual insight. An impasse occurred in the intersection between the second and third insight and seemed to accelerate the progression toward solution. During this insight sequence, we observed emotional transitions that appeared to impact the process in a useful manner, especially due to the participant’s interpretation of uncertainty related to the impasse as a challenge and an inspiration. Future research is needed to study the observed sequence of insights and related affects in a larger data set and in a broader spectrum of problem solvers.