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Challenges of Inclusive Mathematics Teaching in Primary Schools: Perspectives of Inclusive Education Experts

Artigo2025

Nurul Nadiha Abdulah ORCID; Muhammad Sofwan Mahmud ORCID; Mohd Syazwan Zainal ORCID; Mohd Norazmi Nordin ORCID; Siti Mistima Maat ORCID; Roslinda Rosli ORCID; Lim Chin Yin ORCID

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Resumo

Inclusive education is crucial in today's global education system, focusing on equal learning opportunities for all students. However, efforts to integrate students with special needs into the mainstream, particularly in mathematics, still face various challenges requiring holistic solutions. The research identifies the main challenges in implementing inclusive mathematics teaching from the perspective of experts’ insights from Malaysia which demonstrating global development from inclusive integration to true inclusion. These challenges reflect broader international concerns in inclusive education implementation, providing global insights relevant to similar educational contexts. This study employs a case study design with a qualitative approach involving semi-structured interviews. The participants were identified through purposive sampling depending on their expertise and experience in inclusive education. The study participants comprised of six experts, four PhD-qualified lecturers, and two are senior Department of Education officers with over 15 years of experience in inclusive education. Data was analyzed using Atlas.ti software through collaborative coding and theme development processes. The findings reveal five main challenges in implementing inclusive mathematics teaching: (1) pedagogical constraints including overemphasis on mathematical procedures rather than conceptual understanding and time constraints and workload; (2) curriculum issues including Standard Curriculum and Assessment Document (DSKP) difficulty level and modular curriculum alignment; (3) teacher attitude issues characterized by lack of commitment and inadequate collaboration between mainstream and resource teachers; (4) policy implementation challenges particularly with the 'Zero Reject Policy' and parental mentorship programs; and (5) social and behavioral issues including social isolation and discrimination of special needs students, and difficulties in behavior management. This study contributes to a deeper understanding of implementing inclusive mathematics teaching. It suggests a holistic approach involving the cooperation of all stakeholders to enhance the effectiveness of inclusive education programs.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Learning Teaching and Educational Research, v. 24, n. 8, p. 356-375
Editora
Tresorix Ltd
Ano
2025 (2025-08-30)
Idioma
en
Palavras-chave
inclusive education; inclusive mathematics teaching; elementary school; special needs students; mainstreaming; pedagogical constraints; curriculum problems; teacher attitudes; social isolation; behavior management; Malaysia
Temas
Avaliação, Currículo, Inclusão, Tecnologias Digitais
DOI
10.26803/ijlter.24.8.15
ISSN
1694-2116, 1694-2493
Licença
cc-by-nc-nd
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ABDULAH, Nurul Nadiha et al.. Challenges of Inclusive Mathematics Teaching in Primary Schools: Perspectives of Inclusive Education Experts. International Journal of Learning Teaching and Educational Research, v. 24, n. 8, p. 356-375, 2025. DOI: https://doi.org/10.26803/ijlter.24.8.15.

APA

Abdulah, N. N., Mahmud, M. S., Zainal, M. S., Nordin, M. N., Maat, S. M., Rosli, R., & Yin, L. C. (2025). Challenges of Inclusive Mathematics Teaching in Primary Schools: Perspectives of Inclusive Education Experts. International Journal of Learning Teaching and Educational Research, 24(8), 356-375. https://doi.org/10.26803/ijlter.24.8.15

BibTeX
@article{abdulah2025,
  author = {Abdulah, Nurul Nadiha and Mahmud, Muhammad Sofwan and Zainal, Mohd Syazwan and Nordin, Mohd Norazmi and Maat, Siti Mistima and Rosli, Roslinda and Yin, Lim Chin},
  title = {Challenges of Inclusive Mathematics Teaching in Primary Schools: Perspectives of Inclusive Education Experts},
  year = {2025},
  journal = {International Journal of Learning Teaching and Educational Research},
  volume = {24},
  number = {8},
  pages = {356-375},
  publisher = {Tresorix Ltd},
  doi = {10.26803/ijlter.24.8.15},
  language = {en}
}
RIS
TY  - JOUR
AU  - Abdulah, Nurul Nadiha
AU  - Mahmud, Muhammad Sofwan
AU  - Zainal, Mohd Syazwan
AU  - Nordin, Mohd Norazmi
AU  - Maat, Siti Mistima
AU  - Rosli, Roslinda
AU  - Yin, Lim Chin
TI  - Challenges of Inclusive Mathematics Teaching in Primary Schools: Perspectives of Inclusive Education Experts
PY  - 2025
JO  - International Journal of Learning Teaching and Educational Research
VL  - 24
IS  - 8
SP  - 356
EP  - 375
DO  - 10.26803/ijlter.24.8.15
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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