Asian Journal of Education and Social Studies

Developing collaborative problem-solving (CPS) skills is a key objective in contemporary mathematics education, particularly at the lower secondary level, where students begin to engage with abstract concepts and advanced reasoning. At this pivotal stage, mathematics teachers are expected not only to deliver content effectively but also to facilitate collaborative activities that foster communication, critical thinking, and problem-solving abilities. However, many teachers lack a systematic framework for designing learning experiences that cultivate these skills. This study addresses that gap by proposing a structured process for designing CPS-oriented learning situations tailored to lower secondary students. Employing a conceptual framework development methodology, the research begins with a comprehensive synthesis of existing literature on teaching situations and CPS. It also includes an in-depth analysis of Vietnam’s mathematics curriculum and textbooks. Drawing on these theoretical foundations, the study introduces a definition and criteria for CPS situations, identifies opportunities for implementing CPS-based learning in early secondary mathematics, and constructs a design process for CPS situations. The practical applicability of this process is demonstrated through the development of two illustrative teaching scenarios for 6th- and 7th-grade mathematics topics. The primary outcome is a five-step design process: (1) Defining teaching objectives, (2) Selecting appropriate mathematical content, (3) Constructing problematic situations, (4) Designing group learning activities, and (5) Anticipating feedback and assessment. The findings reaffirm the dual-component nature of CPS, encompassing both social and cognitive skills. Ultimately, the process offers educators a theoretically grounded and practical tool to move beyond traditional instruction. It provides a clear pathway for creating engaging learning environments that nurture essential 21st-century competencies, supporting the competency-based reform goals of mathematics education in Vietnam.