Inclusive Mathematics Teaching in Primary Schools: An Analysis of Challenges and Barriers Faced by Teachers
Keywords:
teacher challenges; inclusive education; mathematics teaching; primary school; special educational needsAbstract
The implementation of inclusive education in primary school mathematics in Malaysia faces a range of complex challenges that require in-depth research to understand the scope and intensity of the issues encountered by teachers. This is a quantitative study employing a survey design and targeting 500 primary school mathematics teachers who teach in inclusive classrooms across Malaysia, including Sabah and Sarawak. The research instrument consisted of a questionnaire with 19 dimensions of challenges measured using a five-point Likert scale, while the data analyses were conducted using descriptive statistics and multiple linear regression analysis via IBM SPSS Statistics version 29. Multiple linear regression analysis revealed nine dimensions as significant predictor variables, which explained challenges related to inclusive mathematics teaching, while the regression model showed an excellent performance with a correlation coefficient value of 0.907 and a coefficient of determination value of 0.822. From the above, it has been estimated that 82.2% of the variance in inclusive mathematics teaching challenges can be accounted for by these nine dimensions, namely diverse student needs contributing the highest, followed by visual-spatial difficulties, overly advanced curriculum level, limited school financial resources, attitude toward mathematics, lack of pedagogical and content knowledge, shortage of special education teachers, limited teaching resources, and behavioral problems. The study successfully identified a hierarchy of nine challenge dimensions, with diverse student needs being the primary contributing factor. In addition, this mathematical model provides a detailed guide for all stakeholders in the systematic and effective management of the challenges in the teaching of inclusive mathematics. The employment of cognitive load theory (CLT) in understanding these challenges provides a well-founded theoretical basis for the development of more effective methods of teaching. The success of inclusive mathematics education depends on continuous commitment to providing sufficient support, training, and resources from policymakers, school administrators, and teachers.
https://doi.org/10.26803/ijlter.25.3.36
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