1 - Technology
Strategies and representations used in technology-based problem solving approaches
In Strand 1, submissions should report on research addressing the impact and the effects of using technology in problem-solving activity, considering for example:
- the mediational role of ICT in problem solving;
- the relationship between strategies and the use of digital and visual representations;
- the nature of digitally-based communication and expression of mathematical thinking;
- the role of mathematical problem solving in conceptual development;
- the place of problem solving in mathematics teaching and learning and beyond-school (including math competitions).
2 - Creativity
Students' mathematical creativity in mathematical problem solving
In Strand 2, submissions should report on research addressing the relationship between problem-solving activity and mathematical creativity, considering for example:
- how problem solving promotes the development of creativity across ability levels;
- the analysis of creative solutions in terms of strategies and representation use;
- the relationship between creativity and inventiveness in solving mathematical problems;
- creativity in exposing and communicating results and processes;
- fostering creativity in school mathematics and beyond (including math competitions).
3 - Affect
Attitudes and emotions of students, parents and teachers regarding mathematical problem solving
In Strand 3, submissions should report on research addressing the role and influence of affect and emotion in problem-solving activity, considering for example:
- how emotions shape mathematical problem-solving;
- the question of enjoyment in mathematical problem-solving;
- perceptions of students, teachers and parents about the emotional side of problem-solving;
- help-seeking in mathematical problem-solving activity;
- problem-solving as an enrichment activity connecting school, parents, family and home (including math competitions).