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Of all school subjects, mathematics introduces and develops the “problem-solving” concept, as fundamental component of school learning with a strong formative effect on students. In mathematics, solving problems represents the most effective concept to contextualization and re-contextualization of concepts, to operational and basic mathematical knowledge transfer to ensure a sustainable and meaningful learning. The resolvent conduct of the student also involves, in addition to the cognitive factors, factors aiming the affectivity and the experience of the student. In this context, the study conducted on a significant group of students at the end of the secondary school aimed at knowing the importance given by students to solving problems, the preferred type of problems and the performance level achieved by the students in solving math problems. Taking into account the complex intellectual activity, the nature of difficulties which the student faces in solving problems is varied, ranging from perceptual difficulties to those concerning his cognitive self-regulation.
Daniela Căprioară (2015) studied this question.