Mathematics Teachers’ Problem-Solving Knowledge, Practices and Engagement among Public Junior High Schools in Berekum West, Ghana

Abstract

This study focused on Mathematics teachers’ problem-solving knowledge, practices and
students’ engagement based on Polya’s problem-solving model, using the sequential explanatory
research design. The study adopted the census technique to collect data from 80 Junior High School
Mathematics teachers for the quantitative phase. Thereafter, five Mathematics teachers were
selected from the 80 teachers for interview to supplement quantitative findings. The quantitative data
was analysed using means and standard deviations while the qualitative data was transcribed and
analysed thematically. The results demonstrated that even though Mathematics teachers had
knowledge, they moderately used problem-solving instructional strategies in their lessons. They
applied manipulative materials other than the standard procedures espoused in problem-solving
techniques. Therefore, the researchers recommend a new paradigm of training teachers on problemsolving techniques for Mathematics instruction.