A framework for describing techno-mathematical fluency in beyond-school problem solving

International audienceThis study seeks to characterize the mathematical problem solving activity with digital tools that emerges from students' participation in an online mathematics competition. Using a qualitative approach, we elected the case of a 13-year-old participant aiming to understand the ways in which she interweaves her mathematical competence and her technological fluency for solving problems, using GeoGebra. Main results expose the role of the digital tool that permeates every stage of the problem solving process, since the tool is used for solving and for expressing the solution. We further propose a framework for describing the processes that may capture the interplay between mathematical knowledge and technological fluency in solving problems, termed techno-mathematical fluency