This exploratory study aims at investigating the decision-making processes, strategic behaviors, and cooperation dynamics that emerge among lower secondary school students engaged in a team-based math competition. The study takes place within a simulated setting of the "Kangourou della Matematica" contest, allowing systematic observation of how students manage problem-solving, assume roles, make decisions under pressure, and interact within cooperative learning environments.

The sample consists of 20 school teams (80 students; average age: 12). The methodology includes a strategic reasoning test, a risk propensity scale, and a short-form personality questionnaire (Big Five) administered in the pre-competition phase. During the contest, an observational grid is completed by teachers or researchers. After the activity, each group fills in a self-assessment form, and each student responds to a questionnaire on their perceived role and the strategies used during the competition.

Data analysis combines quantitative and qualitative approaches: descriptive statistics, principal component analysis (PCA), cluster analysis, and thematic coding of open responses. Preliminary results reveal distinct strategic and behavioural profiles. The comparison between theoretical models and observed behaviours highlights both alignments and discrepancies, emphasizing the influence of relational dynamics, emotional factors, and time pressure in shaping students’ strategic decisions.

This study proposes an integrated and replicable framework for observing and analyzing peer-based strategic interactions in educational contexts. It offers valuable insights for designing didactic interventions that foster intentional strategic thinking and promote reflective, collaborative learning practices in schools.