Assessment of teachers beliefs and their problem solving views in the teaching and learning of mathematics in second cycle primary schools (grades 5-8): the case of oromia regional state, Ethiopia

Teachers’ views of mathematics, mathematics teaching and learning affects how it should be presented in the classroom. In this research 172 mathematics teachers of grades 5-8 were given a survey that examined their views on mathematics and problem solving approach in mathematics classroom. Questionnaires, observations and interviews were used to collect data. Findings revealed that majority of the teachers had an absolutist view of mathematics (61%) and their view on problem solving approach was traditional (64%) in that they considered problem solving as an end. Majority of the surveyed teachers used routine exercises (76%) in mathematics classroom. If instruction is to be transformed school districts, the Ministry of Education, Teachers Training Institutions should identify teachers’ beliefs on mathematics and problem solving approach which are essential for teachers’ professional development and implement through staff development and other measures what they perceive mathematics to be and how it should be taught via problem solving approach.