Asian Journal of Education and Training

Problem solving is the building block of mathematics. Different approaches have been exhibited throughout the history to solve the problems that are as old as the history of humanity. As a result of developments in mathematics education, the problems are divided into different types according to the solution methods. Determining the types of these problems and their solution methods is a very important gain for students studying mathematics education. Thus, the approaches of teachers to this subject, as a guide, will lead the way for their students. The purpose of this study is to determine mathematics teachers’ knowledge, opinions, and preferences about the types of problems. The participants of the study were chosen among the mathematics teachers working in high schools located in a city in Turkey. The data sources of the study which adopted qualitative research methods are the interviews with the teachers, written exam questions, and lesson observations. For the data analysis, thematic content analysis and frequency and percentages were used. Considering the results obtained, the teachers do not recognize the non-routine problems and they do not use them in their exams and lessons. However, they find such problems meaningful and they want to use them in their courses if the necessary conditions are provided.