Abstract

Mathematical modelling provides a structured approach to enhance mathematics teaching. However, its integration within curricula has advanced slowly due to implementation challenges in classroom practice. This study examines the relationship between modelling resilience and teaching modelling practices among mathematics teachers in Selangor, offering insights into how resilience influences instructional approaches. A predictive correlational design using Pearson correlation analysis was employed. The study involved a sample of 300 secondary school mathematics teachers in Selangor, selected from a total population of 816 through clustered sampling. Results revealed a significant moderate positive correlation between modelling resilience and teaching modelling practices (r = .475, p < .01), indicating that higher resilience is associated with more effective teaching practices. These findings underscore modelling resilience as a key psychological factor that fosters effective modelling instruction. The study contributes to the existing ducational literature by addressing the psychological challenges teachers face in teaching mathematical modelling and providing empirical evidence from Malaysian classrooms on crucial factors influencing teachers’ practices. The findings offer valuable insights for teacher development, curriculum design, and policy improvement in mathematics education.