Examining Mathematical Problem-Solving Beliefs among Rwandan Secondary School Teachers

This study explored teachers' beliefs about mathematical problem-solving. It involved 36 identified teachers of Kayonza District in Rwanda via an explanatory mixed-method approach. The findings indicate that most show a positive attitude towards advancing problem-solving the mathematics classroom. However, they expose different views on its implementation. Role problem-solving, Mathematical problems, and Problem-solving Mathematics were as main themes. was highlighted approach helps use time adequately students develop critical thinking reasoning enable them to face challenges real life. recommends teacher professional development initiatives with their capacity bring standard.