Mental activity starts with a goal and the motive of a person to perform such activity.
Lompscher divides actual mental activity into content and process.
(iii) the importance for learners to formulate and pursue their own problems; and (iv) the role played by the use of both multiple purpose and ad hoc mathematical action types of technologies in problem solving activities—what ways of reasoning do learners construct when they rely on the use of digital technologies and how technology and technology approaches can be reconciled?
Mathematical problem solving has long been seen as an important aspect of mathematics, the teaching of mathematics, and the learning of mathematics.
Problem solving in mathematics education has been a prominent research field that aims at understanding and relating the processes involved in solving problems to students’ development of mathematical knowledge and problem solving competencies.
The accumulated knowledge and field developments include conceptual frameworks to characterize learners’ success in problem solving activities, cognitive, metacognitive, social and affective analysis, curriculum proposals, and ways to foster problem solving approaches.
To this end, we have assembled four summaries looking at four distinct, yet inter-related, dimensions of mathematical problem solving.
The first summary, by Regina Bruder, is a nuanced look at heuristics for problem solving.
In 1983 Zimmermann provided an overview of heuristic approaches and tools in American literature which also offered suggestions for mathematics classes.
In the German-speaking countries, an approach has established itself, going back to Sewerin (), in a first phase of research on problem solving, particularly in the 1960s and the 1970s, a series of studies on problem-solving processes placing emphasis on the importance of heuristic strategies (heurisms) in problem solving has been carried out.