Copyright 2020 The Author(s). Published by vgtu press

1.3. Problem statement
Malaysian 15-year old students did not score well in the PISA 2012 result for CPS. Malaysia 
ranked 39 out of 44 countries participating in the assessment. Our students scored 421 in 
mathematics and 422 in problem solving while the Organisation for Economic Co-Operation 
and Development averages were 511 and 500 respectively (2014c, p. 52). About half of our 
students were in level 1 and below in problem solving. Only about 1% was among the top 
performers who are able to solve the most complex problems at levels 5 and 6 while the rest 
are concentrated at level 2, while some at level 3 (OECD, 2014b, p. 57).
Many of the elements of teaching and learning has been identified by the Ministry of Edu-
cation (Malaysia) (MEM) as initiatives to create a direct impact on the quality of education; 
both through student outcomes that are related to curriculum and instruction (including 
assessment) and teachers’ teaching (2013, p. 45). However, Mathematics teaching in many 
schools in Malaysia can still be characterized as teacher-centred (Lim, 2010; Saleh & Aziz, 
2012). This is contrary to the recommendation by the MEM where it was already suggested 
in 2003 for teachers to incorporate five elements in teaching and learning mathematics – 
i.e.
problem solving in mathematics; communication in mathematics; reasoning in mathematics; 
mathematical connections; and application of technology, should be the focus (Ministry of 
Education, Malaysia, 2003, cited in Lim, 2010, p. 4). The document further proposed a vari-
ety of other teaching approaches such as cooperative learning, contextual learning, mastery 
learning, constructivism, enquiry/discovery learning, 
etc.
However, until now many teach-
ers are still employing their traditional teaching practices or strategies and students are still 
learning in the way that does not mirror the recommendations given by the MEM.
The new 
Kurikulum Standard Sekolah Menengah
(KSSM) introduced in early 2017 in 
Malaysia, saw changes in the mathematics syllabus (such as more topics to be taught at Form 

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1 level with some topics being from higher levels before) that made the teachers unprepared 
and in need of help. The researchers believe that managing and coping with the syllabus can 
be organized via teaching through problem solving, while teachers should be given appropri-
ate training/coaching in order to shift their way of teaching that conform to the new cur-
riculum. Teachers need to work closely with each other to design their classroom instruction 
and practice what they learnt directly by trialing and examining their instructional design 
together. Fostering creativity can be encouraged through teaching using the problem solving 
approach.