Towards A New Framework for Utilising Innovative Teaching Strategies in Mathematics Classrooms: A Systematic Review

Implementing innovative teaching strategies in mathematics fosters learner engagement and problem-solving skills. Though these strategies are effective, many educators still encounter challenges in implementing them. This study aimed to explore challenges highlighted in various previous studies on implementing innovative strategies in mathematics classrooms. The study was guided by the Teaching Mathematics for Understanding (TMU) framework. Articles were retrieved from ERIC, Sabinet, SpringerLink, ScienceDirect, JSTOR, ScienceOpen, Google, and Google Scholar to ensure broad literature coverage and enhance the credibility of the findings. The PRISMA framework guided the selection of studies. Findings derived from reflexive thematic synthesis revealed that while many studies explicated effective strategies for teaching mathematics – such as problem-based learning, project-based learning, collaborative learning, and game-based learning – educators still rely on traditional teacher-centred strategies. Barriers to the implementation of innovative strategies include limited pedagogical skills, time constraints, insufficient professional training, and failure to integrate technology into mathematics teaching. Notwithstanding, few educators showed willingness to implement learner-centred strategies that align with departmental reforms. Hence, a mediation framework with a well-structured accountability mechanism is necessary to implement innovative strategies consistently. Evidence on the use of learner-centred strategies is needed to ensure that educators implement these strategies effectively.