Problem solving has been a 'problem' for educational researchers for a long time. For mathematics, in particular, it has been linked with various global reform movements in teaching focusing on a number of issues including standards, teaching quality and teacher preparation. At the start of the new millennium, this study embarked to offer new insights into teachers' knowledge, beliefs and attitudes towards mathematical problem solving, and their association with their self-reported instructional practices. The study involved the development of a questionnaire which was administered to a...