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.
Ritchie C. Baste (Wed,) studied this question.