Unlocking Mathematics Teaching Through Problem-Solving: A Study of Teachers’ Perspectives

International audience Globally, the focus of mathematics educators is identifying innovative pedagogies such as problem- solving that incorporate 21st century skills in teaching and learning of mathematics. This study investigated the perceptions of Senior High School mathematics teachers in Wa Municipality, Ghana, regarding the use of problem-solving as a pedagogical tool. The research employed a descriptive survey design with a census of 71 teachers from public SHSs, rooted in the constructivist’s viewpoint. Findings revealed that teachers generally perceive problem-solving as a pedagogical tool that fosters persistence, resilience, critical thinking, and active learning. Also, teachers recognised the potential of problem-solving techniques to enhance learner active participation and application of mathematical concepts as well as its adaptability to diverse learning styles. However, availability of instructional resources, participation in professional development programmes, educational background, curricular alignment, teacher confidence, time constraints, assessment complexities, and the practical challenges of shifting from traditional lecture-based methods to student-centred approaches emerged as key factors influencing teachers’ perceptions about problem-solving as a pedagogical tool in the mathematics classroom. Overall, the findings suggest that while teachers value problem-solving as an effective pedagogical strategy, systemic constraints limit its full implementation. The study recommends prioritising continuous professional development and ensuring adequate resources to support problem-solving pedagogy, thereby enhancing mathematics teaching and improving student outcomes in Ghanaian SHSs.