The Historical Development of Well-being: the Transition from Economic Well-being to Mathematical Well-being
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Abstract
Well-being is a significant issue that has received widespread attention at both the individual and societal levels; however, its concept, definition, and practice still lack clear consensus. This study aimed to analyze the historical development of the concept of well-being, particularly its transition from economic well-being to mathematical well-being. The study employed historical research methods together with qualitative content analysis, collecting and analyzing data from 57 academic documents, research articles, and policy reports published between 1950 and 2025. The findings revealed that the development of the well-being concept could be divided into three major periods. During 1950–1970, the concept originated from an economic framework in the aftermath of World War II, with Gross Domestic Product (GDP) and average income serving as the principal indicators. During 1970–2000, the concept expanded to encompass psychological and social dimensions, including subjective well-being, psychological well-being, and social well-being, emphasizing individuals’ perceived quality of life and social participation. Since 2000 to the present, well-being has been incorporated into international education policy, as reflected in Sustainable Development Goals (SDGs) 3 and 4 (United Nations, 2015) and the OECD student well-being framework through the Programme for International Student Assessment (PISA) (OECD, 2017), before extending into the context of mathematics learning and developing into the Mathematical Well-being framework, which emphasizes balancing mathematical competence with positive emotional and psychological experiences. The findings indicate that the concept of well-being has evolved continuously and become increasingly complex within its context, requiring the consideration of multiple dimensions together, particularly in mathematics learning, which often induces anxiety among learners. These findings provide an important foundation for designing educational policies and instructional practices that genuinely promote learners’ well-being.
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