Opportunities and Challenges of Using a Problem-Solving Approach in form Three Students' Learning of Mathematics in Hwange District, Zimbabwe

Abstract

Mathematics is widely recognised as a cornerstone of scientific advancement, technological innovation, and socio-economic development. Despite its importance, learners in many developing countries continue to experience persistent difficulties in mathematical problem-solving, resulting in low achievement and reduced interest in the subject. This study investigated the opportunities and challenges associated with the use of a problem-solving approach in the teaching and learning of mathematics among Form Three students in selected secondary schools in Hwange District, Zimbabwe. The study was guided by a pragmatic research paradigm and employed a convergent mixed-methods research design. Data were collected from mathematics teachers, Heads of Department, and Form Three learners using questionnaires, semi-structured interviews, classroom observations, and document analysis. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically.
The findings revealed that teachers generally acknowledged the pedagogical value of problem-solving in promoting conceptual understanding, critical thinking, mathematical reasoning, learner engagement, and independent learning. However, classroom observations indicated that traditional teacher-centred instructional practices remained dominant, with limited implementation of authentic problem-solving pedagogy. Major challenges included inadequate teacher preparation, insufficient instructional time, examination-oriented teaching practices, inadequate teaching and learning resources, and learners' dependence on procedural instruction. The study further established that continuous professional development, learner-centred pedagogies, curriculum support, and collaborative learning environments could significantly enhance the implementation of problem-solving instruction in mathematics.
The study concludes that successful implementation of problem-solving instruction requires systemic support involving teachers, schools, teacher education institutions, curriculum developers, and educational policymakers. It recommends sustained professional development programmes, curriculum reforms that prioritise mathematical reasoning, and increased investment in instructional resources to improve mathematics learning outcomes in Zimbabwean secondary schools.