Aims
Learning and cognition is a classical and very vital area in research on mathematics education. Researchers have published many valuable research findings that have contributed to significant development in this area. The continued efforts of researchers now and in the future will, we hope, lead to extensive 'pay-offs'. Different to many other special and related TSGs, such as teaching and learning of algebra, geometry, measurement, statistics, calculus, reasoning, proving and problem solving, to mention a few, TSG22's participants will contribute a more general focus on learning and cognitive activity, and insights into students' characteristics; their strengths and weaknesses in the process of mathematics learning. The TSG focus can include any teaching and learning contexts: from kindergarten to tertiary level, adult education, and teacher professional development. TSG22 discussions should be balanced between theories and their practical applications in mathematics teaching and learning.

Focus and themes
1. Psychological characteristics of students that influence their inclination to think creatively in mathematics
  - Effects of psychological characteristics on students' test performances
  - The role of optimism (resilience) in mathematical problem solving
2. Cognitive processing associated with the creative constructing of knowledge
  - What aspects of curriculum development (or curriculum materials) contribute to developing learners' mathematical
    thinking, mathematical inquiry or creativity in mathematics?
  - What cognitive processes are associated with autonomous student development of new knowledge and what
    'teacher moves' can promote such activity?
3. Mathematical thinking accompanied by affective elements
  - In what ways are cognitive, social, and affective elements connected during the development of new knowledge?
  - The nature of affective elements that can accompany creative mathematical thinking.
4. Social interactions associated with creative mathematical thinking
  - What aspects of teaching mathematics (teaching behaviors) contribute to developing
    mathematical thinking, mathematical inquiry or creativity in mathematics?
  - What are the characteristics in classroom interaction or discourse (students-students; teacher-students) that facilitate
    or contribute towards knowing mathematics or developing thinking or inquiry abilities?
  - What mathematical problems are there that have good use in the classroom by teachers that contribute towards
    developing cognition in mathematics?
5. The nature of mathematical understanding
  - Children's interpretation of and performance on national and international math tests
  - The rationale behind selecting a wrong answer in multiple choice items in mathematics assessments.
  - Contexts for developing mathematical understanding