Junior High School teachers experience in teaching non-routine mathematics problem-solving in the Wa Municipality

Abstract

This study explored Junior High School (JHS) teachers’ experiences in teaching nonroutine mathematics problem-solving in the Wa Municipality of Ghana. Using a sequential explanatory mixed methods design, the research was conducted in two phases. The first phase involved the collection and analysis of quantitative data from 34 JHS mathematics teachers using structured questionnaires to assess their exposure, understanding, strategies, and challenges related to non-routine problem-solving. In the second phase, qualitative data were gathered through semi-structured interviews with a purposively selected sample of teachers to explain and deepen the interpretation of the quantitative findings. The results revealed that although teachers reported frequent exposure to non-routine problems, many held misconceptions about their definition and exhibited limited confidence in teaching them effectively. Common strategies included peer collaboration, online resource utilisation, and seeking professional guidance. However, challenges such as insufficient time, unclear problem statements, and difficulty selecting appropriate strategies were prevalent. Qualitative insights further illuminated how institutional constraints, lack of continuous professional development, and limited access to instructional resources hinder effective teaching of non-routine problems. The study recommends enhanced training in non-routine problem-solving pedagogy, provision of instructional materials, and integration of collaborative professional learning communities. These findings contribute to a better understanding of how contextual and instructional factors influence the teaching of non-routine mathematics problems and suggest targeted interventions to improve mathematics instruction at the JHS level.