<![CDATA[This study explores teachers' perceptions and practices regarding problem-solving in Form 1 Mathematics classrooms. Problem-solving is widely recognized as a fundamental component of mathematics education, yet its effective implementation remains a significant challenge. Employing a qualitative research approach, this study utilized semi-structured interviews with two mathematics teachers and thematic analysis to examine how teachers perceive, interpret, and apply problem-solving approaches in their instruction. The findings reveal that although teachers hold positive attitudes toward problem-solving and acknowledge its importance in developing Higher-Order Thinking Skills (HOTS), their self-reported classroom practices rarely reflect the systematic use of established frameworks such as Polya's Model. Key barriers identified include insufficient professional training, curriculum time constraints, and students' weak foundational mathematical skills. This perception-practice gap indicates a significant disconnect between teachers' beliefs and their instructional reality. The study concludes that structured professional development programs, curriculum flexibility, and targeted support systems are essential to bridge this gap and enhance the quality of problem-solving instruction in mathematics education]]>
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