Teachers’ attitude towards teaching math problem solving in Prosperidad Districts I and II: basis for a training program

This study investigated teachers' attitudes towards teaching math problem-solving in Prosperidad Districts I and II, focusing on integrating Polya's problem-solving method. Polya's method, a framework emphasizing understanding, planning, executing, and reviewing strategies, is essential for developing effective math instruction training programs. Using a mixed-methods approach, the research collected quantitative data via surveys from a sample of teachers in the districts, exploring their attitudes and instructional practices related to Polya's method. Quantitative analysis examined the correlation between teachers' attitudes towards Polya's method and their instructional practices. Qualitative analysis provided contextual understanding by exploring the reasons behind certain attitudes and practices. The findings highlighted various aspects of teachers' attitudes, including their familiarity with Polya's method, perceived effectiveness, challenges, and professional development needs. The study also explored how factors such as educational background, teaching experience, and exposure to Polya's method influence teachers' attitudes and practices. Based on the results, recommendations were formulated to develop a tailored training program aimed at enhancing teachers' effectiveness in teaching math problem-solving using Polya's method. The training program includes strategies for increasing awareness and understanding of Polya's method, providing practical implementation guidance, fostering a positive attitude towards systematic problem-solving, and offering ongoing support and professional development opportunities. By addressing these areas, the training program aims to empower teachers with the knowledge, skills, and confidence to integrate Polya's method into their math instruction, ultimately improving students' problem-solving abilities and overall mathematical proficiency in Prosperidad Districts I and II.