Abstract:
Learner's classroom behaviour has become a global concern due to the intense impacts on
academic performance. However, the decline in positive behaviour of learners in the
Mathematics classroom impacts the Mathematics instruction in the inclusive classroom.
Therefore, this study attempts to identify the role of Mathematics teacher to overcome the
negative behaviour manifest by the learners during Mathematics instruction. Data for the mixed
research design has collected from 25 Mathematics teachers and 330 learners from randomly
selected two schools. The structured questionnaire was given for Mathematics teachers mainly to
determine the awareness and applicability of different teaching methods and student behaviour
during Mathematics instruction. Subsequently, learners were given a structured questionnaire to
overview the perspectives of Mathematics instruction towards their learning styles. Sequentially,
Available Online at: http://grdspublishing.org/ 152
PUPIL: International Journal of Teaching, Education and Learning ISSN 2457-0648
24 classrooms were observed to identify the learner behaviour during mathematics instruction
and how it impacts on the existent teaching-learning environment in the inclusive classroom
based on the comprehensive checklist developed. Later, semi-structured interviews with teachers
were conducted mainly to explore the perceived differences in their Mathematics instructions
and written responses to the teacher questionnaire. Focus group discussions with learners were
carried out concurrently to investigate the causes of the manifested behaviour during classroom
observation. Data were analysed using descriptive analysis and thematic analysis. According to
the perspectives of Mathematics teachers, the disruptive behaviour directs learners to deviate
from learning Mathematics which creates distractions in the teaching and learning environment
in the inclusive classroom. The learners determined that Mathematics instructions have not
catered to all learners in the inclusive classroom. Therefore, the applicability of innovative
teaching methods is imperative to motivate the learners for active participation in the teaching-
learning process. Hence, the transformation of Mathematics instructions towards the learner
styles is essential to attain educational objectives by eliminating the disruptive behaviour of
learners in the Mathematics classroom.
