Teachers’ Mindset and Readiness for Differentiated Mathematics Instruction: Case of Visually Impaired in Inclusive Classes
Abstract
Teachers play an important role in determining the successful implementation of differentiated mathematics instruction (DMI) in inclusive classes. This success is strongly influenced by teachers’ mindsets and their readiness to implement such instruction. This study aims to explore teachers’ mindsets and readiness regarding DMI for vissually impaired (VI) students in inclusive classes, as well as to examine the relationship between mindset and teacher readiness. The study used an explanatory sequential design, beginning with a quantitative phase followed by a qualitative phase. The quantitative phase utilized a questionnaire measuring teachers’ mindsets and readiness. The questionnaire consisted of 20 items with five response options and was reviewed by two experts to establish instrument validity prior to administration. The quantitative data were analyzed descriptively and correlationally using Pearson’s correlation test. The qualitative phase involved semi-structured interviews to further explain the quantitative findings. A total of 50 Indonesian mathematics teachers participated in the study and were selected through purposive sampling. The findings indicate that Indonesian mathematics teachers generally demonstrate a positive mindset and are prepared to implement DMI for VI students in inclusive classes. The results also reveal that teachers’ mindsets significantly influence their readiness to implement DMI. However, several teachers reported feelings of anxiety and stress related to implementing DMI in inclusive settings. These findings highlight the importance of continuous teacher engagement in professional development programs to enhance understanding of DMI and its effective implementation, particularly in supporting VI students in inclusive classes.
References
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Bi, M., Struyven, K., & Zhu, C. (2023). Variables that influence teachers’ practice of differentiated instruction in Chinese classrooms: A study from teachers’ perspectives. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1124259
Blume, C., Gerlach, D., Roters, B., & Schmidt, T. (2021). Mindsets and reflection in teacher education for inclusive language classrooms. In Zeitschrift für Fremdsprachenforschung (Vol. 32, Number 1).
Chien, C. H., Chang, Y. Y., & Huang, X. Y. (2020). The Lived Experiences of Adolescents With Cancer: A Phenomenological Study. Clinical Nursing Research, 29(4), 217–225. https://doi.org/10.1177/1054773818799226
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Gutshall, C. A. (2013). Teachers’ mindsets for students with and without disabilities. Psychology in the Schools, 50(10), 1073–1083. https://doi.org/10.1002/pits.21725
Hasanah, E., Al Ghazy, M. I., Suyatno, S., Maryani, I., & Mohd Yusoff, M. Z. (2023). Unlocking Classroom Potential: Exploring the Mediating Role of Teacher Mindset on Embracing Differentiated Instruction. International Journal of Learning, Teaching and Educational Research, 22(10), 433–452. https://doi.org/10.26803/ijlter.22.10.24
Heyder, A., Weidinger, A. F., Cimpian, A., & Steinmayr, R. (2020). Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Instruction, 65. https://doi.org/10.1016/j.learninstruc.2019.101220
Kwon, K. A., Hong, S. Y., & Jeon, H. J. (2017). Classroom Readiness for Successful Inclusion: Teacher Factors and Preschool Children’s Experience With and Attitudes Toward Peers With Disabilities. Journal of Research in Childhood Education, 31(3), 360–378. https://doi.org/10.1080/02568543.2017.1309480
Lavin, C. E., Francis, G. L., Mason, L. H., & LeSueur, R. F. (2022). Perceptions of Inclusive Education in Mexico City: An Exploratory Study. International Journal of Disability, Development and Education, 69(3), 1065–1079. https://doi.org/10.1080/1034912X.2020.1749572
Letzel-Alt, V., Pozas, M., Schwab, S., Schneider, C., Lindner, K. T., Dias, P., & Cadime, I. (2022). Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.969737
Lim, S. M., Foo, Y. L., Yeo, M.-F., Yu, C., Chan, X., & Loh, H. T. (2020). Integrated work study program: Students’ growth mindset and perception of change in work-related skills. International Journal of Work-Integrated Learning, 21(2), 103–115.
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Liu, L., Fathi, J., Allahveysi, S. P., & Kamran, K. (2023). A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1137357
Maulana, R., Smale-Jacobse, A., Helms-Lorenz, M., Chun, S., & Lee, O. (2020). Measuring differentiated instruction in The Netherlands and South Korea: factor structure equivalence, correlates, and complexity level. European Journal of Psychology of Education, 35(4), 881–909. https://doi.org/10.1007/s10212-019-00446-4
Mngo, Z. Y., & Mngo, A. Y. (2018). Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership. Education Research International, 2018. https://doi.org/10.1155/2018/3524879
Onyishi, C. N., & Sefotho, M. M. (2020). Teachers’ perspectives on the use of differentiated instruction in inclusive classrooms: Implication for teacher education. International Journal of Higher Education, 9(6), 136–150. https://doi.org/10.5430/ijhe.v9n6p136
Ozdemir, E., & Papi, M. (2022). Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S. Innovation in Language Learning and Teaching, 16(3), 234–248. https://doi.org/10.1080/17501229.2021.1907750
Parkes, M., Stein, S., & Reading, C. (2015). Student preparedness for university e-learning environments. Internet and Higher Education, 25, 1–10. https://doi.org/10.1016/j.iheduc.2014.10.002
Patrick, S. K., & Joshi, E. (2019). “Set in Stone” or “Willing to Grow”? Teacher sensemaking during a growth mindset initiative. Teaching and Teacher Education, 83, 156–167. https://doi.org/10.1016/j.tate.2019.04.009
Pershina, N., Shamardina, M., & Luzhbina, N. (2018). Readiness of teachers for inclusive education of children with disabilities. SHS Web of Conferences, 55, 02005. https://doi.org/10.1051/shsconf/20185502005
Puspitasari, I. (2023). Pengaruh Growth Mindset terhadap Kesiapan Melakukan Perubahan pada Dosen di Jawa Barat. Humanitas, 7(2), 245–258. http://dikti.kemdikbud.go.id
Putranto, S. (2018). Is it Effective using Peer Tutoring with Realistic Mathematics Education Approach to Improve Slow Learners’ Mathematics Attitudes? International Journal on Emerging Mathematics Education (IJEME), 2(2), 179–186. https://doi.org/10.12928/ijeme.v1i2.10487
Putranto, S., & Marsigit. (2018). Does peer tutoring with realistic mathematics education approach effective to develop conceptual understanding of slow learners? Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012127
Putranto, S., Marsigit, M., & Arliani, E. (2024). Active Learning Barriers in Developing Mathematical Proficiency: Comparing Visual Impairment Students’ and Teachers’ Perspective. Journal of Curriculum and Teaching, 13(1), 48. https://doi.org/10.5430/jct.v13n1p48
Putranto, S., & Ratnasari, G. I. (2022). Peer Tutoring with Realistic Mathematics Education in Inclusive Class to Improve Problem-Solving Skills. Journal of Educational Research and Evaluation, 6(2), 307–315. https://doi.org/10.23887/jere.v6i2
Rabi, N. M., Ghazali, N. H. C. M., Rohaizad, , Nor Aizal Akmal, & Zulkefli, M. Y. (2018). Readiness of Pre-Service Teacher to teach Student with Special Needs through Inclusive Education Course. International Journal of Academic Research in Progressive Education and Development, 7(4). https://doi.org/10.6007/ijarped/v7-i4/4847
Saefudin, A. A., Wijaya, A., Dwiningrum, S. I. A., & Yoga, D. (2023). The characteristics of the mathematical mindset of junior high school students. Eurasia Journal of Mathematics, Science and Technology Education, 19(1). https://doi.org/10.29333/ejmste/12770
Saloviita, T. (2020). Attitudes of Teachers Towards Inclusive Education in Finland. Scandinavian Journal of Educational Research, 64(2), 270–282. https://doi.org/10.1080/00313831.2018.1541819
Sharma, U., Jitoko, F., Macanawai, S. S., & Forlin, C. (2018). How Do we Measure Implementation of Inclusive Education in the Pacific Islands? A Process for Developing and Validating Disability-Inclusive Indicators. International Journal of Disability, Development and Education, 65(6), 614–630. https://doi.org/10.1080/1034912X.2018.1430751
Siam, K., & Al-Natour, M. (2016). Teacher’s Differentiated Instruction Practices and Implementation Challenges for Learning Disabilities in Jordan. International Education Studies, 9(12), 167. https://doi.org/10.5539/ies.v9n12p167
Skagerlund, K., Östergren, R., Västfjäll, D., & Träff, U. (2019). How does mathematics anxiety impair mathematical abilities? Investigating the link between math anxiety, working memory, and number processing. PLoS ONE, 14(1). https://doi.org/10.1371/journal.pone.0211283
Sofiana, N., Andriyani, S., Shofiyuddin, M., Mubarok, H., & Candraloka, O. R. (2024). The implementation of differentiated learning in ELT: Indonesian teachers’ readiness. Forum for Linguistic Studies, 6(2). https://doi.org/10.59400/fls.v6i2.1178
Sucuoğlu, B., Bakkaloğlu, H., Karasu, F. İ., Demir, Ş., & Akalın, S. (2013). Inclusive preschool teachers: Attitudes and knowledge. International Journal of Early Childhood Special Education (INT-JECSE), 107(2), 107–128.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Association for Supervision and Curriculum Development.
Tomlinson, C. A., Moon, T., & Imbeau, M. B. (2013). Assessment and Student Success in a Differentiated Classroom. Association for Supervision and Curriculum Development.
Valiandes, S., & Neophytou, L. (2018). Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement. Teacher Development, 22(1), 123–138. https://doi.org/10.1080/13664530.2017.1338196
Walton, E. (2017). Inclusive education in initial teacher education in South Africa: practical or professional knowledge? http://joe.ukzn.ac.za
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794
Zhang, J., Kuusisto, E., & Tirri, K. (2017). How Teachers’ and Students’ Mindsets in Learning Have Been Studied: Research Findings on Mindset and Academic Achievement. Psychology, 08(09), 1363–1377. https://doi.org/10.4236/psych.2017.89089
Ainscow, M., Slee, R., & Best, M. (2019). Editorial: the Salamanca Statement: 25 years on. In International Journal of Inclusive Education (Vol. 23, Numbers 7–8, pp. 671–676). Routledge. https://doi.org/10.1080/13603116.2019.1622800
Bappenas. (2021). Tinjauan Peningkatan Akses dan Taraf Hidup Penyandang Disabilitas Indonesia: Aspek Sosioekonomi dan Yuridis (Review of Improving Access and Living Standards for Indonesian People with Disabilities: Socioeconomic and Juridical Aspects). Staf Ahli Menteri Bidang Sosial dan Penanggulangan Kemiskinan, Kementerian PPN/Bappenas.
Bell, E. C., & Silverman, A. M. (2019). Access to Math and Science Content for Youth Who Are Blind or Visually Impaired. The Journal of Blindness Innovation and Research , 9(1).
Bi, M., Struyven, K., & Zhu, C. (2023). Variables that influence teachers’ practice of differentiated instruction in Chinese classrooms: A study from teachers’ perspectives. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1124259
Blume, C., Gerlach, D., Roters, B., & Schmidt, T. (2021). Mindsets and reflection in teacher education for inclusive language classrooms. In Zeitschrift für Fremdsprachenforschung (Vol. 32, Number 1).
Chien, C. H., Chang, Y. Y., & Huang, X. Y. (2020). The Lived Experiences of Adolescents With Cancer: A Phenomenological Study. Clinical Nursing Research, 29(4), 217–225. https://doi.org/10.1177/1054773818799226
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A View From Two Eras. Perspectives on Psychological Science, 14(3), 481–496. https://doi.org/10.1177/1745691618804166
Firouzkouhi, M., Abdollahimohammad, A., Alimohammadi, N., Naderifar, M., & Akbarizadeh, M. (2024). Lived Experiences of Critically Ill COVID-19 Patients About Death and Dying: A Descriptive Phenomenology. Omega (United States), 89(1), 333–346. https://doi.org/10.1177/00302228211073269
Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2021). Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction. Teaching and Teacher Education, 107. https://doi.org/10.1016/j.tate.2021.103503
Gutshall, C. A. (2013). Teachers’ mindsets for students with and without disabilities. Psychology in the Schools, 50(10), 1073–1083. https://doi.org/10.1002/pits.21725
Hasanah, E., Al Ghazy, M. I., Suyatno, S., Maryani, I., & Mohd Yusoff, M. Z. (2023). Unlocking Classroom Potential: Exploring the Mediating Role of Teacher Mindset on Embracing Differentiated Instruction. International Journal of Learning, Teaching and Educational Research, 22(10), 433–452. https://doi.org/10.26803/ijlter.22.10.24
Heyder, A., Weidinger, A. F., Cimpian, A., & Steinmayr, R. (2020). Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Instruction, 65. https://doi.org/10.1016/j.learninstruc.2019.101220
Kwon, K. A., Hong, S. Y., & Jeon, H. J. (2017). Classroom Readiness for Successful Inclusion: Teacher Factors and Preschool Children’s Experience With and Attitudes Toward Peers With Disabilities. Journal of Research in Childhood Education, 31(3), 360–378. https://doi.org/10.1080/02568543.2017.1309480
Lavin, C. E., Francis, G. L., Mason, L. H., & LeSueur, R. F. (2022). Perceptions of Inclusive Education in Mexico City: An Exploratory Study. International Journal of Disability, Development and Education, 69(3), 1065–1079. https://doi.org/10.1080/1034912X.2020.1749572
Letzel-Alt, V., Pozas, M., Schwab, S., Schneider, C., Lindner, K. T., Dias, P., & Cadime, I. (2022). Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.969737
Lim, S. M., Foo, Y. L., Yeo, M.-F., Yu, C., Chan, X., & Loh, H. T. (2020). Integrated work study program: Students’ growth mindset and perception of change in work-related skills. International Journal of Work-Integrated Learning, 21(2), 103–115.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Sage Publication.
Liu, L., Fathi, J., Allahveysi, S. P., & Kamran, K. (2023). A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1137357
Maulana, R., Smale-Jacobse, A., Helms-Lorenz, M., Chun, S., & Lee, O. (2020). Measuring differentiated instruction in The Netherlands and South Korea: factor structure equivalence, correlates, and complexity level. European Journal of Psychology of Education, 35(4), 881–909. https://doi.org/10.1007/s10212-019-00446-4
Mngo, Z. Y., & Mngo, A. Y. (2018). Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership. Education Research International, 2018. https://doi.org/10.1155/2018/3524879
Onyishi, C. N., & Sefotho, M. M. (2020). Teachers’ perspectives on the use of differentiated instruction in inclusive classrooms: Implication for teacher education. International Journal of Higher Education, 9(6), 136–150. https://doi.org/10.5430/ijhe.v9n6p136
Ozdemir, E., & Papi, M. (2022). Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S. Innovation in Language Learning and Teaching, 16(3), 234–248. https://doi.org/10.1080/17501229.2021.1907750
Parkes, M., Stein, S., & Reading, C. (2015). Student preparedness for university e-learning environments. Internet and Higher Education, 25, 1–10. https://doi.org/10.1016/j.iheduc.2014.10.002
Patrick, S. K., & Joshi, E. (2019). “Set in Stone” or “Willing to Grow”? Teacher sensemaking during a growth mindset initiative. Teaching and Teacher Education, 83, 156–167. https://doi.org/10.1016/j.tate.2019.04.009
Pershina, N., Shamardina, M., & Luzhbina, N. (2018). Readiness of teachers for inclusive education of children with disabilities. SHS Web of Conferences, 55, 02005. https://doi.org/10.1051/shsconf/20185502005
Puspitasari, I. (2023). Pengaruh Growth Mindset terhadap Kesiapan Melakukan Perubahan pada Dosen di Jawa Barat. Humanitas, 7(2), 245–258. http://dikti.kemdikbud.go.id
Putranto, S. (2018). Is it Effective using Peer Tutoring with Realistic Mathematics Education Approach to Improve Slow Learners’ Mathematics Attitudes? International Journal on Emerging Mathematics Education (IJEME), 2(2), 179–186. https://doi.org/10.12928/ijeme.v1i2.10487
Putranto, S., & Marsigit. (2018). Does peer tutoring with realistic mathematics education approach effective to develop conceptual understanding of slow learners? Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012127
Putranto, S., Marsigit, M., & Arliani, E. (2024). Active Learning Barriers in Developing Mathematical Proficiency: Comparing Visual Impairment Students’ and Teachers’ Perspective. Journal of Curriculum and Teaching, 13(1), 48. https://doi.org/10.5430/jct.v13n1p48
Putranto, S., & Ratnasari, G. I. (2022). Peer Tutoring with Realistic Mathematics Education in Inclusive Class to Improve Problem-Solving Skills. Journal of Educational Research and Evaluation, 6(2), 307–315. https://doi.org/10.23887/jere.v6i2
Rabi, N. M., Ghazali, N. H. C. M., Rohaizad, , Nor Aizal Akmal, & Zulkefli, M. Y. (2018). Readiness of Pre-Service Teacher to teach Student with Special Needs through Inclusive Education Course. International Journal of Academic Research in Progressive Education and Development, 7(4). https://doi.org/10.6007/ijarped/v7-i4/4847
Saefudin, A. A., Wijaya, A., Dwiningrum, S. I. A., & Yoga, D. (2023). The characteristics of the mathematical mindset of junior high school students. Eurasia Journal of Mathematics, Science and Technology Education, 19(1). https://doi.org/10.29333/ejmste/12770
Saloviita, T. (2020). Attitudes of Teachers Towards Inclusive Education in Finland. Scandinavian Journal of Educational Research, 64(2), 270–282. https://doi.org/10.1080/00313831.2018.1541819
Sharma, U., Jitoko, F., Macanawai, S. S., & Forlin, C. (2018). How Do we Measure Implementation of Inclusive Education in the Pacific Islands? A Process for Developing and Validating Disability-Inclusive Indicators. International Journal of Disability, Development and Education, 65(6), 614–630. https://doi.org/10.1080/1034912X.2018.1430751
Siam, K., & Al-Natour, M. (2016). Teacher’s Differentiated Instruction Practices and Implementation Challenges for Learning Disabilities in Jordan. International Education Studies, 9(12), 167. https://doi.org/10.5539/ies.v9n12p167
Skagerlund, K., Östergren, R., Västfjäll, D., & Träff, U. (2019). How does mathematics anxiety impair mathematical abilities? Investigating the link between math anxiety, working memory, and number processing. PLoS ONE, 14(1). https://doi.org/10.1371/journal.pone.0211283
Sofiana, N., Andriyani, S., Shofiyuddin, M., Mubarok, H., & Candraloka, O. R. (2024). The implementation of differentiated learning in ELT: Indonesian teachers’ readiness. Forum for Linguistic Studies, 6(2). https://doi.org/10.59400/fls.v6i2.1178
Sucuoğlu, B., Bakkaloğlu, H., Karasu, F. İ., Demir, Ş., & Akalın, S. (2013). Inclusive preschool teachers: Attitudes and knowledge. International Journal of Early Childhood Special Education (INT-JECSE), 107(2), 107–128.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Association for Supervision and Curriculum Development.
Tomlinson, C. A., Moon, T., & Imbeau, M. B. (2013). Assessment and Student Success in a Differentiated Classroom. Association for Supervision and Curriculum Development.
Valiandes, S., & Neophytou, L. (2018). Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement. Teacher Development, 22(1), 123–138. https://doi.org/10.1080/13664530.2017.1338196
Walton, E. (2017). Inclusive education in initial teacher education in South Africa: practical or professional knowledge? http://joe.ukzn.ac.za
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794
Zhang, J., Kuusisto, E., & Tirri, K. (2017). How Teachers’ and Students’ Mindsets in Learning Have Been Studied: Research Findings on Mindset and Academic Achievement. Psychology, 08(09), 1363–1377. https://doi.org/10.4236/psych.2017.89089
Authors
Putranto, S. (2026). Teachers’ Mindset and Readiness for Differentiated Mathematics Instruction: Case of Visually Impaired in Inclusive Classes. At- Ta’lim : Jurnal Pendidikan, 12(1), 20–30. https://doi.org/10.55210/attalim.v12i1.2424
Copyright (c) 2026 Sumbaji Putranto
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