Challenges in teaching math through problem-solving: reflections on potential actions to support primary school teachers

Abstract

For decades, problem-solving has played multiple roles in mathematics education. Among these, teaching through problem solving (TTPS) is widely recognized for promoting authentic mathematical exploration and conceptual understanding. Despite its benefits, TTPS remains rarely implemented in primary classrooms. Why is this the case? What challenges do teachers face, and how can they be addressed? This paper draws on two complementary research projects. The first, involving pedagogical advisors, highlights systemic barriers to TTPS. The second, part of a research and development initiative, focuses on primary teachers’ experiences using TTPS to introduce new mathematical concepts. Data include transcripts from four semi-structured interviews (grades 2–6) and 44 teacher questionnaires. The analysis of quantitative and qualitative data highlighted common challenges experienced by teachers in all grades. A key finding was that facilitating the discussion phase proved to be the most difficult aspect for them.Together, the results provide a nuanced understanding of the difficulties teachers encounter and inform practical recommendations to support the integration of TTPS in primary mathematics classrooms.