Junior high school mathematics teachers’ perceived knowledge of problem-solving and practices of teaching mathematics through problem-solving in the Tamale Metropolis.

Abstract

This study focused on Public Junior High School (JHS) mathematics teachers’ perceived knowledge about problem-solving, the extent to which mathematics teachers employed problem-solving strategies, the engagement of pupils through problem-solving and the challenges they encounter when teaching through problem-solving. The sequential explanatory research design was adopted for this research. The sample of the study consisted of eighty-six JHS mathematics teachers in the Tamale metropolis. Questionnaire and interview guide were used for the data collection. Means, standard deviations and percentages were utilised for the quantitative data. Thematic analysis was done on the qualitative data after it was transcribed. The results demonstrated that even though JHS mathematics teachers have good knowledge about problem-solving and they moderately used problem-solving instructional strategies in their lessons and highly used task-based instruction and cooperative learning strategies. Who highly engaged learners and moderately applied manipulative materials other than the standard procedures espoused in problem-solving techniques. Lack of TLMS, little content knowledge of problem-solving, large class size, teacher workload and little time allocation for mathematics and lack of motivation were identified as challenges encountered when teaching through problem- solving. Therefore, the researcher recommends a new paradigm of training teachers on problem-solving strategies for public JHS mathematics instruction. For mathematics teachers to be able to integrate problem-solving into their lessons, it is recommended that TLMS are made available to the teachers.