Enhancing Mathematical Problem-Solving Through Visualisation: Evidence from Ghanaian Preservice Teachers

Strengthening preservice teachers' mathematical problem-solving is important for the quality of mathematics teaching, particularly where prior learning has emphasised procedural fluency. This qualitative case study explored how preservice teachers' problem-solving processes and experiences changed during and after a structured visualisation intervention in Ghanaian colleges of education. Thirty preservice teachers, purposively selected from three colleges because they had scored below the institutional pass mark in a previous mathematics examination, took part in a four-week intervention comprising explicit visualisation strategies, guided problem solving, and reflective practice. Data were collected through semi-structured interviews, classroom observations, and analysis of participants' problem-solving artefacts, and were analysed using thematic analysis. Before the intervention, participants relied mainly on procedural methods and had difficulty understanding word problems. During and after the intervention, they translated problems more deliberately, created schematic visual representations, and showed more conceptual reasoning and strategic flexibility. No standardised measure of problem-solving performance was used, so the findings concern processes and experiences, not performance. On the basis of these findings, the study proposes an extension of Mudaly's Iterative Visualisation Thinking Cycle that adds an explicit Entry Stage, comprising problem translation and problem integration. The findings primarily concern preservice teachers experiencing mathematical difficulties and should not be generalised to all Ghanaian preservice teachers. The study offers context-specific evidence for mathematics teacher education research and practical suggestions for visualisation-based instruction.