ISSN: 2222-6990
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This study examined the necessity of creating a framework that integrates 21st-century knowledge and skill using differentiated pedagogy in teaching basic mathematics operations in Malaysia’s low enrolment schools. This study takes a quantitative approach with survey methods. This study's respondents included 76 primary school mathematics teachers from Malaysia's. The data was collected via a questionnaire. The results revealed that teachers have a high level of awareness of the importance of differentiated pedagogy in teacher and learning since their practical skills in implementing that approach remain moderate. They also recognized the importance of differentiated pedagogy in addressing diverse learning needs, enhancing students’ achievement and fostering 21st century skills such as critical thinking and problem solving. However, obstacles such as limited resources, inadequate training and absence of a structured pedagogical framework were identified. The study recommends targeted professional development, resource allocation, and the establishment of collaborative learning communities to address the identified gaps. By identifying these needs, the proposed framework aims to empower teachers, improve mathematics instruction and promote equitable education in Malaysia’s rural schools. The findings underscore the critical role of differentiated pedagogy in preparing students for the challenges of the 21st century.
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