TEACHER ADAPTABILITY AS A CATALYST FOR MATHEMATICS LEARNING IN RESOURCE-LIMITED CLASSROOMS: A QUALITATIVE STUDY IN TIMOR-LESTE

Agosto Tome, Marciano da Silva Soares, Sabino da Costa Gusmão Borges

Abstract


This study examines mathematics teaching practices in secondary schools in Timor-Leste, where limited technology, strict regulations, and changing student learning habits challenge effective instruction. Using a qualitative descriptive approach with semi-structured interviews, the study identifies key classroom strategies, including discussion-based learning, playful activities to maintain focus, and a balance between explanation and practice to manage cognitive load. While collaborative methods enhance participation and peer support, limited self-study habits and restricted access to digital tools hinder deeper learning. Teachers address these constraints through interactive, manual approaches and by contextualizing mathematics in everyday situations. The study highlights teacher adaptability as the primary driver of student engagement and understanding in resource-limited settings, offering insights applicable to similar educational contexts globally.

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