Teaching Mathematics to Students with Learning Disabilities
DOI:
https://doi.org/10.47750/pegegog.15.03.05Keywords:
mathematics teaching, special education, learning disabilities, pedagogical content knowledge, teacher knowledge levelAbstract
Teaching mathematics to students who have learning disabilities is a significant challenge. These challenges are frequently connected to the requirement for more knowledge and skills in teaching mathematics to these students. This study examined teachers’ knowledge and experience levels in teaching mathematics to students with learning disabilities. A survey collected data through questionnaires administered to 61 special education teachers in two states. The 24-item questionnaire covered the respondents’ demographics, mathematics instruction knowledge, and knowledge and experience level in mathematics instruction. Data were collected through Google Forms and in-person using convenience sampling and were analysed descriptively. The results revealed that most teachers understood the importance of in-depth knowledge of mathematics, the learning processes of students with learning disabilities, and the specific challenges students with LD experience. Nevertheless, the teachers demonstrated varied confidence regarding their knowledge and experience, where most respondents rated their experience as moderate. Furthermore, a strong foundation in mathematical knowledge and the ability to understand individual student characteristics were required. These results highlighted the need to enhance teachers’ professional development through focused workshops and development programmes. Training that emphasises integrating effective teaching strategies, mathematical content knowledge, and assistive learning technologies is recommended to ensure teachers can effectively meet students with LD’s unique needs.
Downloads
References
Abol, M.T. (2023). Keperluan menangani gaya pembelajaran visual, auditori dan kinestetik (VAK) murid berkeperluan pendidikan khas di program pendidikan inklusif sekolah menengah di Malaysia. Journal of Human Capital Development, 16(2), 1–17.
Abu Bakar, N.S., Maat, S.M. & Rosli, R. (2020). Mathematics teacher’s self-efficacy of technology integration and technological pedagogical content knowledge. Journal on Mathematics Education, 11(2), 256–276.
Ahmad, N. A., & Abu Hanifah, N. (2015). Tahap pengetahuan guru pendidikan khas apabila mengurus tingkah laku murid bermasalah pembelajaran. Asia Pacific Journal of Educators and Education, 30,73-88.
Ambotang, A.A. & Anuar, L. (2023). Pengaruh pengetahuan pedagogi, pengetahuan kandungan dan komitmen guru terhadap kualiti pengajaran. Jurnal Pemikir Pendidikan, 11(1), 50–60.
American Psychiatric Association. (2013). Diagnostic and statistics manual of mental disorders (DSM-5).American Psychiatric Association.
Amin, A. I. M., Tahar, M. M. & Zakaria, A. H. (2020). Mathematical learning approach for special education pupils: The effectiveness of Mauselis board in improving adding skills. In International Conference on Special Education In South East Asia Region 10th Series 2020 (pp. 1-8). Redwhite Press.
Amran, N.A. & Toran, H. (2024). Teaching and learning skills of students’ learning readiness special educational needs students with learning disabilities in elementary school. International Journal of Academic Research in Progressive Education and Development, 13(3), 1120–1136.
Bahagian Pembangunan Kurikulum. (2021). Kurikulum Standard Sekolah Rendah Pendidikan Khas (Masalah Pembelajaran) Matematik Dokumen Standard Kurikulum dan Pentaksiran Tahun 5. Putrajaya: Kementerian Pendidikan Malaysia.
Busri, A.A. & Wan Mohammad, W.M.R. (2021). Strategi pengajaran guru bahasa melayu dalam menangani masalah bacaan dalam kalangan murid disleksia di sekolah rendah pedalaman Sarawak. Jurnal Dunia Pendidikan, 3(1), 618-627.
Byrd, D. R., & Alexander, M. 2020. Investigating special education teachers’ knowledge and skills: Preparing general teacher preparation for professional development. Journal of Pedagogical Research, 4(2), 72-82.
Cahyani, L.A., Azizah, N., & Evans, D. (2021). Technological pedagogical and content knowledge (TPACK) of special education teachers in science instruction for students with special needs. Formatif: Jurnal Ilmiah Pendidikan MIPA, 11(1), 103-112.
Carrillo-Yañez, J., Climent, N., Montes, M., Contreras, L. C., Flores-Medrano, E., Escudero-Ávila, D., Vasco, D., Rojas, N., Flores, P., Aguilar-Gonzalez, A., Ribeiro, M., & Muñoz-Catalán, M. C. (2018). The mathematics teacher's specialized knowledge (MTSK) model. Research in Mathematics Education, 20(3), 236–253. https://doi.org/10.1080/14794802.2018.1479981
Charalambous, C. Y., Hill, H. C., Chin, M. J., & McGinn, D. (2020). Mathematical content knowledge and knowledge for teaching: Exploring their distinguishability and contribution to student learning. Journal of Mathematics Teacher Education, 23(6), 579-613.
Chien, L.S., Rohaida, M. S., & Siow, H. L. (2015). The knowledge of teaching-pedagogical content knowledge. The Malaysian Online Journal of Educational Science, 3(3), 40-55.
Csíkos, C., & Szitányi, J. (2020). Teachers' pedagogical content knowledge in teaching word problem-solving strategies. ZDM - Mathematics Education, 52(1), 165–178.
Darling Hammond, L. 2000. Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1).
Delgado-Rebolledo, R. & Zakaryan, D. (2020). Relationships between the knowledge of practices in mathematics and the pedagogical content knowledge of a mathematics lecturer. International Journal of Science and Mathematics Education, 18(3), 567–587.
Derapa, N.F. & Mohamed, S. (2018). Kesediaan Guru Pendidikan Khas dalam Melaksanakan Mata Pelajaran Asas Tanaman. Jurnal Ortopedagogia, 4(1), 66-71.
Florian, L. & Linklater, H. (2010). Preparing teachers for inclusive education: Using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40(4), 369-386.
Friend, M. & Cook, L. (2010). Interactions: Collaboration skills for school professionals. (6th ed.). Pearson Education Inc.
Fuadah, S., Rini, S., & Kusumawati, E.R. (2023). Analisis Gangguan menulis (disgrafia) pada anak dengan perspektif psikolinguistik. Jurnal Pengabdian Kepada Masyarakat Nusantara, 4(3), 1709-1715.
Greefrath, G., Siller, H.S., Klock, H. & Wess, R. (2022). Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling. Educational Studies in Mathematics 109(2), 383–407.
Hariz, H. & Khairuddin, K.F. (2021). Pelaksanaan pedagogi inklusif bagi murid berkeperluan khas masalah pembelajaran. Malaysian Journal of Social Sciences and Humanities, 6(2), 197 – 210.
Husni, S. N. H. (2023). Pendekatan kaedah tulang ikan dalam tajuk bahagi bagi MBPK Tingkatan Dua. Malaysian Journal of Social Sciences and Humanities, 8(1): e002070.
Institut Aminuddin Baki. 2017. Panduan pelaksanaan pendidikan abad ke-21. Negeri Sembilan: Institut Aminuddin Baki.
Ja’apar, F. (2017). Bahan bantu mengajar (BBM) dalam pengajaran dan pembelajaran (P&P) di Sekolah Menengah Kebangsaan (SMK) Dearah Pontian. Universiti Tun Hussein Onn, Malaysia.
Jacob, F., John, S., & Gwany, D.M. (2020). Teachers’ pedagogical content knowledge and students’ academic achievement: A theoretical overview. Journal of Global Research in Education and Social Science, 14(2), 14-44.
Jamin, N., Surat, S. & Wan Mohammad, W. (2022). Model pengukuran konstruk pengetahuan guru dalam kemahiran berfikir aras tinggi (KBAT): Analisis faktor pengesahan. Malaysian Journal of Social Sciences and Humanities, 7(2), e001299.
Kamarudin, N., Khairuddin, K. F. & Mansor, A. Z. (2022). Penggunaan bahan bantu mengajar guru Pendidikan Khas dalam meningkatkan kemahiran Matematik operasi darab. Malaysian Journal of Social Sciences and Humanities, 7(1), 175 - 183.
Lin, C. H. (2023). Digital number line games improve number sense and basic arithmetic skills among young children. Journal of Research in Education Sciences 68(2), 73–101.
Liong, K. T. (2019.) Faktor-faktor yang mempengaruhi pencapaian matematik murid berkeperluan khas kurang upaya pendengaran (Doctoral dissertation, UKM, Bangi).
Lo, W. Y. (2020). Unpacking mathematics pedagogical content knowledge for elementary number theory: The case of arithmetic word problems. Mathematics, 8(10), 1–13.
Majani, M.Z., & Tahar, M. M. (2021). Kesediaan guru pendidikan khas dalam pelaksanaan pembelajaran abad ke 21. Jurnal Dunia Pendidikan, 3(4), 163-173.
Marlina, M., Kusumastuti, G. & Ediyanto, E. (2023). Differentiated learning assessment model to improve involvement of special needs students in inclusive schools. International Journal of Instruction, 16(4), 423-440.
Masingan, C.& Sharif, S. (2019). Pengetahuan pedagogi kandungan (PPK) guru bukan pengkhususan Reka Bentuk dan Teknologi (RBT) di sekolah menengah. Malaysian Journal of Social Sciences and Humanities, 4(6), 64-71.
Mat Nawi, N. & Mohamad Salleh, N. (2022). Pengetahuan dan kemahiran teknologi guru Pendidikan Khas Integrasi untuk menjalankan pengajaran dan pembelajaran dalam talian. Malaysian Journal of Social Sciences and Humanities, 7(5), e001494. doi: 10.47405/mjssh.v7i5.1494.
Mat Nor Azmay, N.A. & Rosli, R. (2023). Kesediaan guru matematik sekolah menengah melaksanakan pengajaran bagi topik statistik. 2023. Asian Journal of Research in Education and Social Sciences, 5(3), 199-211.
Mohamed Hata, N.F. & Mahmud, S.N.D. (2020). Kesediaan guru sains dan matematik dalam melaksanakan pendidikan STEM dari aspek pengetahuan, sikap dan pengalaman mengajar. Akademika, 90(3), 85-101.
Mohd Tajuddin, N. & Shaffeei, K. (2023). Kesediaan guru pendidikan khas dalam pelaksanaan program transisi kerjaya. Jurnal Pendidikan Bitara, 16, 1-14.
Mohmad, A.F., Mohamad Sidek, M.S., Rosli, R., Maat, S.M. & Mahmud, M.S. (2023). Tinjauan strategi menangani Diskalkulia melalui Sorotan Literatur Sistematik. Jurnal Pendidikan Sains dan Matematik Malaysia, 13(2), 11-24.
Nagaretnam, M. & Mahmud, M.S. (2022). Kesediaan guru dan keberkesanan pelaksanaan pengajaran matematik abad ke-21 di sekolah rendah: Sebuah Tinjauan Literatur. Malaysian Journal of Social Sciences and Humanities, 7(11), e001876
Ningsih, S.Y., Turmudi & Juandi, D. (2020). Pedagogical content knowledge (PCK) profile of prospective teachers in mathematics learning. Journal of Physics: Conference Series, 1521.
Nizam, M.S. & Taat, M.S. (2020). Pembelajaran koperatif kemahiran 4K dan penggunaan media digital terhadap sikap akademik pelajar. Malaysian Journal of Social Sciences and Humanities, 5 (4), 133 – 141.
Nizam, N.A. & Rosli, R. (2020). Pengetahuan isi kandungan khusus dan efikasi kendiri guru sekolah rendah dalam pengajaran topik pecahan. Akademika, 90(3), 145-154.
Odumosu, M.O., Olisama, O.V., Areelu, F. (2018). Teachers’ content and pedagogical knowledge on students’ achievement in algebra. International Journal of Education and Research, 6(3), 83-94.
Pawlak, F. & Gross, K. (2019). Using classroom management to support inclusive chemistry learning. Science Teaching Processes, 359.
Robinson, O. P., Bridges, S. A., Rollins, L. H. & Schumacker, R. E. (2019). A study of the relation between special education burnout and job satisfaction. Journal of Research in Special Educational Needs, 19(4), 295–303.
Sheppard, M.E. & Wieman, R. (2020). What do teachers need? Math and special education teacher educators’ perceptions of essential teacher knowledge and experience. Journal of Mathematical Behavior, 59.
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Suhaimi, Z. I. & Shaffeei, K. (2023). Analisis kaedah pengajaran dan pembelajaran dalam kurikulum pengurusan diri KSSR Semakan 2017 tahun satu. Malaysian Online Journal of Education, 7(1), 33-43.
Tandon, B. (2021). Pedagogical content knowledge in co-teaching for special educators. MIER Journal of Educational Studies Trends & Practices, 11(1), 1–9.
Vivi, A.N., Heribertus, S. & Budi, U. (2019.) Elementary school teacher’s obstacles in the implementation of problem-based learning model in mathematics learning. Journal on Mathematics Education, 10 (2), 229-238.
Wei, Y. & Alias, A. (2023). Cabaran menggunakan alat bantu teknologi dalam pengajaran dan pembelajaran murid pendidikan khas penglihatan. Malaysian Journal of Social Sciences and Humanities, 8(4), e002240.
Zayyadi, M., Nusantara, T., Hidayanto, E., Sulandra, I.M. & Sa’Dijah, C. (2020). Content and pedagogical knowledge of prospective teachers in mathematics learning: Commognitive. Journal for the Education of Gifted Young Scientists, 8(1), 515–532.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
