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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Proceeding of International Conference on Special Education in South East Asia Region
Mahmud, Muhammad Sofwan
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Humanities Education Library & Information Science Social Sciences Other

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Challenges of Special Education Teachers in Inclusive Mathematics Teaching in Primary Schools: A Preliminary Study Mahmud, Muhammad Sofwan; Zainal, Mohd Syazwan; Pa, Wan Ahmad Munsif Wan
Proceeding of International Conference on Special Education in South East Asia Region Vol. 2 No. 1 (2023): 13th International Conference on Special Education in South East Asia Region (I
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/picsar.v2i1.83

Abstract

Teaching and learning mathematics in an inclusive manner is growing, primarily to ensure that students with special needs receive equal education with mainstream students. Therefore, this study was carried out in order to identify the challenges that teachers face when implementing inclusive mathematics teaching in primary schools. This qualitative study employs a case study design with two outstanding special education teachers who are involved in inclusive education programmes in primary schools. Data collection method was done using semi-structured interviews and field notes. The data obtained were analyzed using the constant comparative analysis method to determine themes and sub-themes. The findings of the study found that special education teachers face various challenges in teaching mathematics in an inclusive manner, namely lack of pedagogical content knowledge to teaching mathematics in inclusive classrooms, dense classes, problems of subject teachers' attitudes and motivations, bullying problems between mainstream students and special needs students, and problems in ensuring effective communication in inclusive classes. This study expands the knowledge and literature about the challenges faced by special education teachers in primary schools in implementing inclusive teaching. Various initiatives must be taken to ensure that all challenges can be overcome and that inclusive mathematics teaching can be implemented effectively.
Experts teachers’ point of view on mathematics teachers’ readiness in becoming professional teachers Abu Talib, Sharida; Mohamad Nasri, Nurfaradilla; Mahmud, Muhammad Sofwan
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.21857

Abstract

Today’s educational changes necessitate that teachers have a broad range of knowledge, values, skills, and competencies to provide effective instruction. Despite this, research on mathematics teachers’ readiness for such changes is limited, particularly in terms of leveraging experienced teachers’ implicit knowledge for peer learning. This qualitative exploratory study delves into the perceptions and factors influencing mathematics teachers’ readiness for educational changes, as reported by four expert teachers. Note that data was collected through semi-structured interviews and analyzed thematically with Atlas.ti 23 software to identify key themes and subthemes. The findings reveal that all experts emphasized the importance of professionalism in teaching mathematics, with pedagogical challenges taking priority. The main challenges include mastering teaching skills, which are critical to teacher readiness. Consequently, the study concludes that improving teacher readiness necessitates specific support and focused programs. This highlights the importance of a comprehensive model that addresses the pedagogical needs of mathematics teachers, who play a critical role in change. Further research should focus on investigating mathematics teachers’ readiness in a broader context, emphasizing their professional knowledge and pedagogical skills.
The readiness of mathematics teachers as agents of change: a recent comprehensive review Abu Talib, Sharida; Mohamad Nasri, Nurfaradilla; Mahmud, Muhammad Sofwan
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30291

Abstract

This study scrutinizes the role of mathematics teachers as pivotal agents of change in the evolving educational landscape, focusing on their readiness to embrace pedagogical reforms. The review aims to reveal the current patterns and trends in mathematics teachers’ readiness literature discussed in recent studies. Utilizing the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, this study analyzed 31 empirical articles from the Scopus and Web of Science databases in 2023. The review process for chosen articles is examined, encompassing aspects such as publication criteria, eligibility and exclusion standards, databases, and the progression of review stages. The most striking result from the analysis is that mathematics teachers’ readiness is closely related to teaching strategies and pedagogy. Moreover, inconsistencies in practice and constraints such as inadequate resources, insufficient institutional support, and teacher training program gaps hinder their ability to implement change effectively. The implications of this study extend to various stakeholders in the education ecosystem, including policymakers, educational institutions, teacher training programs, and practitioners. This review suggests strategies to enhance teachers’ professional development and serve as preliminary work toward developing a pedagogy model. In conclusion, this systematic review consolidates the existing knowledge on the readiness of mathematics teachers as agents of change.
Co-Authors Abu Talib, Sharida MOHAMAD NASRI, NURFARADILLA Pa, Wan Ahmad Munsif Wan Zainal, Mohd Syazwan