Challenges of Mathematics Teachers in Developing Intermediate Grade Learners’ Problem-Solving Skills
Abstract:
This qualitative study explored the challenges faced by mathematics teachers in developing the problem-solving skills of intermediate grade learners. Through in-depth interviews with teachers, the research revealed a range of barriers including learners’ lack of comprehension, limited instructional time, insufficient resources, lack of institutional support, restricted access to professional development, low learner interest, and the complexity of Mother Tongue-Based (MTB) problem-solving tasks. Despite these constraints, teachers reported employing various coping strategies such as scaffolding, collaborative learning, real-world application of problems, differentiated instruction, hands-on activities, formative assessment, and extended review sessions. The findings highlight the pressing need for sustained professional development, adequate resource allocation, and the promotion of a growth mindset to support mathematics teachers in cultivating learners’ problem-solving proficiency.
Keywords: instructional support, intermediate learners, mathematics challenges, problem-solving skills
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