ISSN: 2226-6348
Open access
This research explores the mathematics teachers in Malaysia's problem of teaching word problems on mathematics with pedagogical, content, mathematical, and student difficulties. Word problems are part of the Malaysian curriculum because they unite abstract mathematical theories and real-world exercises. Deficits in content knowledge compound these problems, as teachers often lack the breadth of knowledge needed to break down and present mathematics in word problems. Interviews and theme analysis was used where the result revealing challenges experience by primary school mathematics teachers such as professional development, lack of time and big class sizes. Teachers report problems with bringing together cross-disciplinary knowledge, creating culturally sensitive word problems, and differentiated teaching to cater to diverse student interests. To overcome these issues, strengthening teacher training programmes around content knowledge, class collaboration, and classroom technology use was recommended. Questions based learning, manipulative and visual strategies, culturally sensitive teaching, are recommended to maximize students’ engagement and comprehension. Also emphasised are frequent formative assessment and reflection as critical to spotting student learning inconsistencies. Therefore, this study was conducted to help improve the practice of teaching mathematics in the form of sentences among mathematics teachers, thus helping to improve student achievement.
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