The educational landscape in the Philippines faces a crucial challenge:

despite participating in the Programme for International Student Assessment

(PISA) since 2018, Filipino students' performance in problem-solving within

mathematics and reading remains below international proficiency levels

(OECD, 2023). While the 2022 PISA assessment revealed modest improvements

in average scores (+2 in mathematics and +7 in reading) compared to 2018

(Gonzales, 2023), the Philippines' mean scores still fall within Level 1b

(mathematics) and Level 1a (reading) on the PISA proficiency scale, indicating

limited ability to handle complex tasks (OECD, 2023). This persistent gap in

performance hinders students' preparedness for the complexities of the 21st

century, demanding critical thinking, problem-solving, and adaptability in a

rapidly changing world (Boaler & Kenschaft, 2016).

PISA data, however, presents a valuable opportunity for targeted

interventions. Notably, significant regional variations within the Philippines

highlight promising avenues for improvement. Schools in the National Capital

Region (NCR), for example, consistently exhibit higher scores, suggesting

effective teaching practices worth dissecting and disseminating (Gonzales,

2023). Additionally, prioritizing STEM education from early grades onward has

been shown to cultivate critical thinking and problem-solving skills vital for

success in the modern world (Honey et al., 2014). Further exploration of

innovative approaches, such as AI-powered training and assessments, also

holds potential for efficient and targeted interventions (UNESCO, 2023).

This study delves into the specific relationship between teachers'

strategies and students' problem-solving comprehension in mathematics. The

ultimate goal is to bridge the gap between current teaching methods and

desired student outcomes, specifically focusing on enhancing problem-solving

skills in mathematics. By equipping students with this essential skillset, the

Philippines can prepare its future generation to thrive in the dynamic and

demanding landscape of the 21st century.

The persistent deficit in Filipino students' problem-solving skills

demands immediate action. This study proposes a critical step forward by

investigating the specific teaching practices employed in high-performing

regions like NCR. By deciphering the "how" behind their success and

translating it into readily adoptable lesson exemplars, this research has the

potential to bridge the gap between current practices and desired student

outcomes. Equipping teachers with these evidence-based resources and

empowering students with robust problem-solving skills is not just an

educational imperative, but an investment in the Philippines' future. Delaying

this endeavor risks hindering the nation's ability to compete in the 21st

century. Therefore, conducting this study is not simply necessary, but

undeniably urgent.