Exploring Inclusive Mathematics Pedagogical Practices: A Case Study of Malaysian Primary School Teachers
Keywords:
Inclusive pupils; Mathematics; Pedagogy; Teachers and Mainstream classroomAbstract
Inclusive education is a national priority in Malaysia; however, empirical research on how primary school teachers implement inclusive pedagogical practices in mathematics classrooms remains limited. This study investigated the instructional strategies employed by mainstream mathematics teachers to support the learning needs of inclusive pupils in inclusive settings. A qualitative case study design was adopted, involving semi-structured interviews with three mathematics teachers from mainstream primary schools implementing inclusive education programmes. Interview data were thematically analysed using ATLAS.ti to develop a nuanced understanding of inclusive pedagogical practices. Five interconnected themes emerged from the analysis: (1) Responsive and Adaptive Mathematics Instruction, (2) Inclusive Classroom Management in Mathematics Approaches, (3) Professional Collaboration in Mathematics Teaching, (4) Teacher Readiness and Understanding of Inclusive Learners, and (5) School Systemic Support for Inclusive Education. The findings indicate that effective inclusive mathematics instruction is supported by collaborative professional practices, adaptive classroom strategies, and effective school-level support systems, rather than depending primarily on individual teacher ability. This study highlights the importance of focused professional development, organized teamwork, and leadership dedication to encourage inclusive mathematics instruction. This study enhances the understanding of inclusive mathematics instruction in Malaysian primary schools by emphasizing the interaction among pedagogy, professional environment, and institutional support. It underscores the fundamental roles of adaptive instruction, collective professional accountability, and systemic coherence in fostering equitable and significant learning opportunities for inclusive pupils.
https://doi.org/10.26803/ijlter.25.3.25
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