Authors : Ritchie C. Baste

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/mt4vabkm

Scribd : https://tinyurl.com/55ht4679

DOI : https://doi.org/10.38124/ijisrt/25aug1278

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : This study explored the instructional approaches of junior high school mathematics teachers in developing students' problem-solving skills, drawing from thematic analysis of data from seven (7) teacher-participants in Compostela West District, Davao de Oro Division. The findings revealed two dominant barriers - weak foundational knowledge in mathematics and negative attitudes/low motivation - demonstrating teachers' challenges in enhancing problem-solving abilities despite implementing coping strategies like motivational techniques and scaffolding with consistent practice. The study highlighted how these strategies fostered mathematical reasoning and confidence, yet uncovered persistent obstacles, including significant gaps in basic arithmetic skills and widespread math anxiety, particularly among students with limited prior preparation. Teachers emphasized the need for systemic support, such as remedial programs and mindset training to bridge foundational gaps. Drawing from participants' experiences, the study proposed actionable recommendations, including implementing systematic remedial programs, combatting negative attitudes through growth mindset interventions, and strengthening scaffolding techniques. Overall, it positions targeted, student-centered approaches as vital for transforming mathematics into an accessible discipline that cultivates problem-solving competence and mathematical resilience among 21st-century learners.

Keywords : Unfolding The Barriers, Problem-Solving Skills, Narrative, Mathematics Teachers.

References :

1. Aisyah, N., Nawawi, E. and Yusuf, M. (2020). Problem Solving Skill: What is the Difference between Practitioners and Experts? Downloads/125950331.pdf.
2. Andrade LJT, Golben JC, Talua JP, Bautista RM, Sercenia JC, Permatasari D, Bucad Jr. ML and Viernes MDD.2024. Problem-solving difficulties, performance, and differences among preservice teachers in Western Philippine University. The Palawan Scientist, 16(1): 58-68
3. Avvisati, F., Echazarra, P., Givord, P., and Schwabe, M. (2019). Programme for international student assessment (PISA) results from PISA 2018. OECD Secretaries-General, Paris, France: Avvisati’s publisher
4. Dawadi (2020). Thematic Analysis Approach: A Step by Step Guide for ELT  Practitioners. Nepal English Language Teachers’ Association. 25. 1-2.   Retrieved from: https://files.eric.ed.gov/fulltext/ED612353.pdf
5. Ling, A. and Mahmud, M. (2023). Challenges of teachers when teaching sentence-Based mathematics problem-solving skills. https://www.frontiersin.org//articles/10.3389/fpsyg.2022.1074202/full
6. LinkedIn (2024). How can you teach problem-solving strategies more effectively? https://www.linkedin.com/advice/0/how-can-you-teach-problem-solving-strategies-more-effectively
7. Mehadi, R. (2019). 21st Century Skill "Problem Solving": Defining the Concept. https://eric.ed.gov/?id=ED593994                 
8. Mirza, H., Bellalem, F., & Mirza, C. (2024). Ethical Considerations in Qualitative Research: Summary Guidelines for Novice Social Science Researchers.Social Studies and Research Journal , Vol. 1(N01 2023), 441–449.
9. Pentang, J. Ibañez, E., Subia, G., Domingo, J., Gamit, A. and Pascual, L. (2021). Problem-Solving Performance and Skills of Prospective Elementary Teachers in Northern Philippines. https://files.eric.ed.gov/fulltext/ED618563.pdf
10. Piaget, J. (1977). The development of thought: Equilibration of cognitive structures.(Viking.https://scholar.google.com.ph/scholar?q=piaget,+1977&hl=en&as_sdt=0&as_vis=1&oi=scholart.
11. Rahmawati, Y. (2021). Developing the critical thinking skills of vocational school students in electrochemistry through STEM - project-based learning (STEM-PjBL). https://typeset.io/papers/developing-the-critical-thinking-skills-of-vocational-school-459xn6wi9k
12. Velez, A.J. B., Dayaganon, D.G. F., Robigid, J.C., Demorito, J.D., Villegas, J.P., Gomez, D.O. (2023). Difficulties and coping strategies in understanding mathematical concepts in a private higher education in Tagum City, Davao Del Norte, Philippines. Davao Research Journal (DRJ), 14(1), 45-54, https://doi.org/10.59120/drj.v14i1.10This work is licensed  under a Creative Commons  Attribution- NonCommercial LicenseE-ISSN 2984-7125P-ISSN 2244-4432
13. Vivek, R (2023) A comprehensive review of environmental triangulation in qualitative research:  methodologies, applications, and implications.Journal of European Economy. 22. (4) 87. DOI:10.35774/jee2023.04.517
14. Vygotsky, L. (1978). Vygotsky’s Sociocultural Theory.http://www.ceebl.manchester.ac.uk/events/archive/aligningcollaborativelearning/Vygotsky.pdf.