Home⇛Universal Journal of Educational Research⇛vol. 4 no. 4 (2025)

A Model For Enhancing Mathematical Problem Solving In Zimbabwe

Brantina Chirinda

Discipline: Education

 

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.



References:

  1. Adler, J., & Venkat, H. (2019). Mathematics education research in South Africa: Trends and developments. ZDM–Mathematics Education, 51(5), 723–736. https://doi.org/10.1007/s11858-019-01049-9
  2. Bansilal, S., & Mkhize, P. (2020). Challenges in Implementing Mathematics Curriculum Reform in South Africa. African Journal of Research in Mathematics, Science and Technology Education, 24(3), 345–356. https://doi.org/10.1080/18117295.2020.1786357
  3. Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE
  4. Chinyoka, K., & Madziwa, R. (2022). Urban–Rural Disparities in Mathematics Achievement in Zimbabwean Schools African Educational Review, 19(1), 45–61. https://doi.org/10.1080/18146627.2022.1984351
  5. Chirinda, B., & Barmby, P. (2018). Teaching mathematics in large classes: Exploring practices in South African secondary schools. African Journal of Research in Mathematics, Science and Technology Education, 22(3), 263–274. https://doi.org/10.1080/18117295.2018.1500775
  6. Chirinda, B. Sunzuma, G. & Muredzi, P. 2025.  STEM Education in Poverty: Insights from Zimbabwe and Beyond. Springer. https://link.springer.com/book/10.1007/978-3-031-92490-3
  7. Creswell, J. W., & Plano Clark, V. L. (2022). Designing and conducting mixed methods research (4th ed.). SAGE
  8. Doorman, M., Drijvers, P., Dekker, T., van den Heuvel-Panhuizen, M., de Lange, J., & Wijers, M. (2007). Problem solving as a challenge for mathematics education in the Netherlands. ZDM–Mathematics Education, 39(5), 405–418. https://doi.org/10.1007/s11858-007-0043-2
  9. Drijvers, P., Boon, P., & van der Ree, H. (2021). Digital technology in mathematics education: Research progress and prospects. Educational Studies in Mathematics, 108(1–2), 93–112. https://doi.org/10.1007/s10649-021-10056-4
  10. Freudenthal, H. (1991). Revisiting mathematics education: China lectures. Springer
  11. Fullan, M. (2021). The new meaning of educational change (6th ed.). Teachers College Press
  12. Kajoro, P., Maringe, F., & Macharia, M. (2021). Curriculum reform and mathematics learning in Sub-Saharan Africa. International Journal of Educational Development, 82, 102368. https://doi.org/10.1016/j.ijedudev.2021.102368
  13. Lewis, C., & Takahashi, A. (2020). Facilitating Japanese lesson study: Insights and challenges. Journal of Mathematics Teacher Education, 23(3), 245–264. https://doi.org/10.1007/s10857-019-09435-2
  14. Mavhunga, F., & Moyo, T. (2023). Low-cost, contextualized teaching strategies for rural mathematics classrooms. African Journal of Research in Mathematics, Science and Technology Education, 27(1), 18–34. https://doi.org/10.1080/18117295.2023.2145678
  15. Mudavanhu, Y., Chagwiza, C. J., & Mashungu, A. (2023). Ordinary-level learners’ errors in solving simultaneous linear equations at a Zimbabwean secondary school. International Journal of Didactical Studies, 4(1), 18622. https://doi.org/10.33902/ijods.202318622
  16. Musemburi, L. (2025). Mathematical Achievement Ability in Public Primary Schools of Zimbabwe. Journal of Education For Sustainable Innovation, 3(1), 41–54. https://doi.org/10.56916/jesi.v3i1.1134
  17. Ministry of Primary and Secondary Education (MoPSE). (2019). Zimbabwe Competency-Based Curriculum framework. Government of Zimbabwe
  18. Mullis, I. V. S., Martin, M. O., Foy, P., & Kelly, D. L. (2023). TIMSS 2023 international results in mathematics and science. TIMSS & PIRLS International Study Center
  19. Mutambara, L., & Chigona, A. (2021). Implementation challenges of Zimbabwe’s competency-based curriculum. International Journal of Education and Development, 41(2), 65–80. https://doi.org/10.1080/16823206.2021.1892579
  20. Mugweni, R. (2021). Teacher Beliefs and Practices in Zimbabwean Mathematics Classrooms. African Journal of Teacher Education, 10(2), 101–120. https://doi.org/10.21083/ajote.v10i2.6534
  21. Nyikahadzoi, L., Dube, M., & Chimhenga, S. (2023). Factors Influencing Learner-Centered Pedagogy in Zimbabwean Secondary Schools. African Education Review, 20(1), 98–115. https://doi.org/10.1080/18146627.2023.2152109
  22. OECD. (2022). PISA 2022 assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/19963777
  23. OECD. (2023). Future of education and skills: Education 2030. OECD Publishing. https://doi.org/10.1787/20769679
  24. Oduor, N., Achieng, L., & Njoroge, R. (2022). Teacher Perceptions of Competency-Based Curriculum Implementation in Kenya. Journal of Curriculum Studies, 54(4), 571–589. https://doi.org/10.1080/00220272.2022.2047651
  25. Polya, G. (2020). How to solve it: A new aspect of mathematical method (Updated ed.). Princeton University Press. https://doi.org/10.1515/9781400828678
  26. SACMEQ. (2021). SACMEQ IV Report: Education Quality in Southern and Eastern Africa. SACMEQ Secretariat
  27. Schoenfeld, A. H. (2019). Learning to think mathematically: Problem solving, metacognition, and sense making. Journal of Education, 199(3), 195–210. https://doi.org/10.1177/0022057419842620
  28. Schoenfeld, A. H. (2021). Teaching problem solving in mathematics. Educational Studies in Mathematics, 106(1), 1–20. https://doi.org/10.1007/s10649-020-10052-8
  29. Silver, E. A. (2022). The Evolving Role of Problem Solving in Mathematics Education. Journal for Research in Mathematics Education, 53(1), 5–23. https://doi.org/10.5951/jresematheduc-2022-001
  30. Sunzuma, G., & Luneta, K. (2023). An evaluation of secondary school mathematics textbooks in light of sustainable education in Zimbabwe. LUMAT: International Journal on Math, Science and Technology Education, 11(1), 118–139. https://doi.org/10.31129/LUMAT.11.1.1886
  31. UNESCO. (2023). Global education monitoring report: Technology in education. UNESCO Publishing

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic