The purpose of the study was to investigate the extent to which problemrnsolving is taught in grade seven mathematics classes using heuristic problemrnsolving approach in Addis Ababa City Administrative Region. The sources ofrndata were grade seven mathematics textbook and sample grade sevenrnmathematics teachers. Three data collection instruments were used: contentrnanalysis, observation, and questionnaire. Accordingly, the content of therntextbook was analyzed, samples of eleven teachers were observed, and 35rnteachers (including the eleven teachers observed) were made to fi ll thernquestionnaire.rnThe result of the study revealed that problem solving was found notrnincorporated in most of the topics (contents) of the textbook. Heuristic problemsolvingrnapproach is applied only 25%, which is very low. Because of th is therntextbook is said to be following the traditional approach. Regarding the teachers'rnuse of the heuristic approach while teaching problem solving to the students, twornresults were obtained. The result of the data gathered through questionnairernadministration showed that the teachers applied 71.75% heuristic approachrnwhereas the data obtained through classroom observation showed the teachersrnapplied 34.5% heuristic approach. However, it was also found from bothrninstruments that the teachers gave more emphasis to teaching the computationalrnwork or performing the mathematics needed than teaching the solution process.rnThis is also considered as the teachers used the traditional approach whilernteaching problem solving. An investigation was also made regarding thernappropriate use of effective teaching strategies while teaching problem solving.rnThe use of thought-provoking questions was chosen for investigation fromrnamong other effective teaching strategies. Accordingly, the data gatheredrnthrough classroom observation revealed that the teachers used less number ofrnthought - provoking questions (35.35%) than memory and factual questions. Thernmajority of these thought-provoking questions (51.32%) were asked for thepurpose of facilitating the computational skills of the students. The result of therndata obtained through questionnaire showed that the teachers ask thoughtfulrnquestions (in line wi th the heuristic elements indicated) rated as "sometimes'"rnTherefore, since the teachers were not found to use the thought questionsrnproperly and in sufficient number for the purpose of teaching most of the solutionrnprocesses of a problem, it is said that the teachers did not use this teachingrnstrategy appropriately.rnThus, curriculum developers and other pertinent bodies should see to itrnthat the textbook be revised and incorporate non-routine and multi-step problemsrnthat provide contexts for problem solving to occur in every content of therntextbook. Together with this, when problems that are presented for il lustrativernexamples are solved, heuristic problem solving approach must be used regularly.rnIn addition, the teacher's guide should provide the solution of every problem thatrnis presented in the textbook by applying the heuristic approach. Teachers shouldrnget the necessary knowledge and skills of using heuristic problem solvingrnapproach with the appropriate teaching strategies This can be made possiblernthrough a course in problem solving to be offered in either pre-service or inservicerntraining program