This paper explores the pedagogical practices of two lower secondary teachers teaching
mathematics in an attempt to address the question of the extent emphasis on mathematical problem
solving as mandated in the curriculum gets enacted in classrooms. Using a video coding scheme which
divides each lesson into phases, namely, problem solving, teaching concepts/skills, going over assigned
work and student activities, a series of lessons were coded. Patterns of practices which show similarities
and differences between the two teachers were discerned. The paper discusses some findings which
suggest that the emphasis leans more on concepts/skills acquisition, going over assigned work than on
problem solving.