Teaching through problem-solving (TTP) is an approach that helps develop learners', critical thinking, creative thinking, communication collaborative, and computational (5Cs) skills. This approach provides an opportunity for the teachers to maximise metacognition resulting in quality of instruction. This research study aims to determine the process of strengthening the teaching and learning of Mathematics through problem-solving using the "neriage" perspective. Two elementary public schools with different context were used as subjects in this research investigation: with regular curriculum and special curriculum. Pre-post-test design was employed and the quantitative data were analysed using two-tailed t-Test. Grounded theory was used to measure the qualitative component of the research study and axial coding-decoding method was applied to qualitatively analyse the patterns and themes. It was found out that on both types of curriculum, those students that were given intervention performed significantly better than those that were not given intervention. Hence, the TTP approach as an intervention initiative is an effective teaching strategy both in special and regular curriculum. Moreover, regardless of the type curriculum, or whether given intervention or not, students performed significantly better in the posttest. Hence, the instruction, whether with the aid of intervention or not, students' achievements improved significantly.