Mathematics Teachers' Practices in Teaching Mathematical Problem Solving: A Qualitative Study

Abstract

The study aimed to investigate the practices of mathematics teachers in teaching mathematical problem solving. The study followed a qualitative methodolgy, involving deliberately selected 10 mathematics teachers. Three data collection tools were used: document analysis, observations, and interviews. The study results indicated that in the planning phase, all participants adhered to daily planning, with a preference for female teachers. In the implementation phase, direct teaching strategies were predominantly used, with effective communication with students. Few teachers employed problem-solving strategies or verified the correctness of solutions. Most participants provided diverse examples and clarified them for students, but did not present unrelated examples. Female teachers were more inclined to summarize the main ideas of the lesson compared to male teachers. Most participants did not relate mathematics to real-life situations or present thought-provoking problems. Regarding assessment, the results showed a lack of students involvement in assessing their learning or peer performance evaluation. Few teachers kept supplementary assessment records, rarely employing specific assessment methods, with a greater tendency among female teachers. In light of these findings, the study recommended training teachers in performance assessment strategies.