Teachers’ perceptions of problem solving in mathematics : a case of Manzini Region in Eswatini

Abstract

Problem solving is an innovative instructional practice currently receiving attention and advocacy in mathematics education. It may support learners to develop knowledge to employ ideas in real world situations. It motivates learners to see practical reasons for learning mathematics. Such an instructional efficacy may be unachievable if traditional teaching methods are prevalent in mathematics classrooms. In the latter the teacher talks, demonstrates and solely work out problems to transfer mathematical knowledge to learners. Problem solving is a shared learning experience with teachers and learners working together to find a solution to a problem. This study investigated, (1) teachers’ conceptions of problem solving; (2) teachers’ articulations of problem solving, such as constructing problem solving tasks; and, (3) shared experiences and challenges in teaching problem solving. The study aimed to gain insights into teachers’ perceptions of problem solving in Form 1 at the Eswatini schools. The study employed a case study research strategy to optimize the production of desirable data from four Form 1 mathematics teachers in four high schools around the Manzini region. Data collection instruments comprised of semi-structured interviews and lesson observations. Lesson observations served to affirm interview data. Study findings revealed that most participants’ conceptions of mathematics problems, and problem solving in mathematics, were at variance with literature definitions. One teacher demonstrated desirable knowledge of what a problem and problem solving in mathematics is. Teachers agreed that using problem solving as a teaching strategy is useful. They agreed that problem solving helps learners develop critical thinking skills and ability to solve problems in real life. The method cannot be implemented properly until the curriculum, textbooks and the assessment system reflect its values. Teacher’s lack of problem solving knowledge, large classes and inadequate time provide hindrances. Proper training in mathematical problem solving is needed to full actualize the aspirations of the curriculum regarding problem solving.