Abstract
The paper focuses on mathematics problem solving based on the use of heuristic strategies. Special attention is paid to organization of suitable didactical situations.
Three theories are used to explain the effects of the use of multiple solution tasks and pupils' investigative way of solving these problems: Theory of didactical situations in mathematics, theory of heuristic strategies and theory of multi-solution tasks. The main goal of the paper is to present an environment suitable for development of pupils' understanding of mathematics and their problem solving ability including taking into account both the advantages but also the related risks.
The results presented in the paper have significant consequences for pre- and in-service teacher education.