Universal Journal of Educational Research

ABSTRACT

Mathematical problem-solving is essential for fostering critical thinking, creativity, and the real-world application of knowledge. While Zimbabwe’s Competency-Based Curriculum (CBC) positions problem solving as a core competency, there is a notable disconnect between proposed policies and actual classroom practices. Many lessons continue to focus on routine, exam-driven tasks rather than exploration and reasoning. This qualitative study examined problem-solving practices in seven schools (four rural, three urban) using 28 classroom observations, 14 teacher interviews, seven student focus groups, and analysis of curriculum documents and ZIMSEC examination papers (2018–2024). Data were thematically analyzed using Polya’s problem-solving framework and Schoenfeld’s dimensions of mathematical thinking, with intercoder reliability (κ = 0.81). Classroom observations revealed that 96% of lessons focused on procedural tasks, with minimal opportunities for reflection or the use of multiple-solution strategies. Examination analysis showed that only 18% of ZIMSEC items required genuine problem-solving. Teachers reported lack of training, large class sizes, and exam pressures as major barriers, while students expressed anxiety and low persistence when confronted with unfamiliar problems. Equity issues were pronounced, with rural learners facing limited access to materials, technology, and qualified teachers. To address these systemic barriers, the study proposes the Zimbabwe Mathematical Problem-Solving Model (ZMPSM). The model comprises six pillars: curriculum integration, teacher development, assessment reform, technology utilization, community engagement, and fostering mathematical thinking. The ZMPSM offers a phased roadmap for transforming mathematics education in Zimbabwe. By embedding problem-solving into curriculum, assessment, and teacher training, the model aims to create equitable, contextually relevant opportunities for all learners to develop the skills needed for higher education, employment, and national development.