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Data from a teacher questionnaire (N=100) and interviews with 10 mathematics teachers show generally positive perceptions and perceived benefits in learner confidence and skill. However, teachers report practical constraints, limited training, resource demands in rural schools, doubts about fit with textbook-heavy curricula, and assessment systems that reward recall.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Education  \nNasrin Akhter*, Mumtaz Akhtar** and Muhammad Abaidullah***  \nAbstract  \nIt is generally said in Pakistani classrooms that students face problems in recalling facts in mathematics and it brings hardship for students to understand mathematics meaningfully. Thus, most of the concepts and procedures of mathematics are difficult to understand for many students because rules and algorithms dominate. The purpose is to suggest the ways that might help to improve education in mathematics in developing deeper understandings of mathematical ideas, problem-solving being a possible way forward. The study uses a questionnaire to investigate perceptions of teachers (N=100) and also interviews conducted with 10 mathematics teachers. Overall, teachers were very positive, agreeing it was a useful approach and seeing numerous benefits, including making the learners more skilled and confident. However, they recognised practical difficulties both in terms of preparation and implementation. The resource demands are high, especially in rural schools. They were not confident that the approach helped in meeting diverse abilities. Furthermore, they perceived that problem solving method does not properly fit with a curriculum that over-relies on the text book and an assessment system overloaded with formal examinations which reward recall skills. In simple terms, although teachers are enthusiastic, the method will NOT be implemented and, indeed, cannot be implemented until the curriculum, the text-books and, especially, the assessment system reflect the value of this approach. Resource limitations and lack of training opportunities also are hindrances. Teachers have very limited opportunities to influence any of these areas.  \nKey words: Mathematical Problem Solving, Mathematics Education, Experienced teachers  \n*Assistant Professor, University of Education, [Lahore. Email: nasrin_cs2005@hotmail.com](Lahore. Email: nasrin_cs2005@hotmail.com)  \n** Professor of Education, Institute of Education and Research, University of the Punjab, Lahore  \n***Assistant Professor of Education, Institute of Education and Research, University of the Punjab, Lahore  \nIntroduction  \nCurrently, most trends in the Pakistani education system concentrate on acquiring mathematical skills and techniques to solve mathematical problems only, ignoring their application in the real world and in other subjects. However, it is quite possible to pass examinations by seeking to master the procedures with little understanding of their meaning. Students often memorize everything without understanding. As Feynman (1985: 212) comments: \"…so you see they could pass the examinations, and 'learn' all this stuff, and not know anything at all, except what they had memorised‖ and that seems a good description of the Pakistani system. Ali (2008:2) also describes textbooks that stress on finding the answer of questions: ―In the present methodology, stress is laid on solving exercises rather than giving the students a clear idea of the fundamental concepts. Thus, the present teaching methodology of mathematics leads students to rote learning of the textbooks‖. Furthermore, Lester (1985) emphasised that teaching from problem-solving perspectives leads to either a personal competence in mathematical problem solving or using various know-how, which enables students to think for themselves. The trends in teaching in the 21st century bring new challenges to the concept of teaching methods compared to the traditional teaching in the classroom (Hezarjaribi et al., 2009) . But, simultaneously, traditional teaching is still considered importance and necessary in the general public to raise the students‘ academic achievement. Similarly, problem-solving teaching methods are devalued by the teachers in the classroom, arguing that educational circumstances in Pakistan are less likely to apply them. One reason is","cbCaibY6Hus9f8KD","https://ap.wps.com/l/cbCaibY6Hus9f8KD","pdf",418990,23,"English","# Introduction\n# Review of the Related Literature\n## Definitions of mathematical problem solving\n## Problem solving vs. traditional teaching approaches","[{\"question\":\"Why do students struggle to learn mathematics meaningfully in Pakistani classrooms?\",\"answer\":\"Students often memorize procedures and answers without understanding, because rules and algorithms dominate teaching and assessment systems reward recall rather than reasoning.\"},{\"question\":\"What method does the study focus on to improve mathematics education?\",\"answer\":\"The study focuses on problem-solving teaching methods as a possible way to support deeper understanding of mathematical ideas.\"},{\"question\":\"How did teachers perceive the feasibility and benefits of problem-solving approaches?\",\"answer\":\"Teachers were generally positive about the approach and recognized benefits for learner skills and confidence, but they also identified practical difficulties in preparation, implementation, and limited resources and training opportunities.\"}]","The Perceptions of High School Mathematics Problem Solving Teaching Methods in Mathematics Education | PDF",1792082038,58]