Abstract
The purpose of the investigation was to ascertain what mathematical problem solving is in the primary and secondary mathematics classroom. Participants (N=20) were primarily university professors with expertise in (mathematical) problem solving who provided qualitative data in the first round. Subsequently these data were turned into Likert Items in rounds two and three as per protocol in the Delphi Method. Findings are germane to mathematics educators as they facilitate the implementation of problem solving in their classroom and/or research. Implications are that the characteristics and processes may be used to identify true problem solving in schools and this data may lead to increased direction for curricula and instructional decisions as well as future research in mathematical problem solving.
