This research (the second part of a 2-part study) sought to investigate selected high school teachers’ knowledge and use of a problem solving approach to mathematics teaching and learning. It also examined the challenges that they experienced in implementing this pedagogical approach. A survey research design was used for this research whereby data were collected using a questionnaire with closed- and open-ended items. Thirty-one high school teachers from Jamaica participated in the study.

This paper discusses the technical, humanistic, and critical paradigms presented by Plumb and Welton (2001) in making the case that all three dimensions are essential to the education of individuals who will function effectively in a context of rapid social and technological change and numerous social problems.