Challenges and Stress While Teaching Problem Solving in Mathematics

Abstract

The purpose of our research is to examine what challenges and stressors teachers face when teaching problem solving in mathematics classes, whether they do problem solving mostly with gifted or better students than with other students in the class. We used a quantitative research method through a survey questionnaire that teachers filled out online. Hypotheses were tested with the Kruskal-Wallis’s test to determine differences between groups of teachers. The results showed that teachers, regardless of the university they graduated from and the average number of students in the class, define the same challenges that students and teachers face when solving problems, and that they try to implement problem solving with all students in the class, not only with the gifted. Teachers report that problem-solving teaching takes a lot of time and preparation, and that problem-solving take time during class. Such teaching itself is demanding in preparation. For the challenges faced by students, teachers state students' quick withdrawal, lack of self-confidence, and lack of prior knowledge and problem-solving skills. It is difficult for teachers to achieve the outcomes by solving problems in mathematics classes, but they are aware that solving problems gives students better skills. It is important to understand the impact of teacher stress and reduce the stressors that teachers face when solving problems in class, because teacher stress affects student success in problem solving, which is related to student success in mathematics.