Discover Teacher’s Knowledge on Neuroscience and Mathematics LearningRelevancy via Fuzzy Conjoint Analysis: Study Case in Southern Malaysia

This paper aims to obtain and analyze teachers' knowledge and perspectives on neuroscience and mathematics learning relevancy by using the fuzzy conjoint analysis (FCA) method. Due to a wealth of study in the neuroscience discipline but limited exposure to its application in teaching, teachers have a limited understanding of how neuroscience relates to mathematics learning. Therefore, this study employs a survey to investigate and narrow down this problem using a more precise analysis method. The FCA methodology serves as an alternative to perception surveys that utilize a quantitative approach through purposive convenience sampling. The study involved 53 mathematics teachers from a district in the southern state of Johor, Malaysia. The findings of the similarity degree analysis reveal a gap in knowledge regarding neuroscience among teachers but embrace a supportive stance towards neuroscience aspects and its integration into mathematics learning. The study's results emphasize the need for teachers to enhance their understanding of literacy and neuroscience practices to improve teaching and learning, particularly in mathematics. According to teachers' perspectives, neuroscience factors such as activation, metacognition, executive function, and working memory impact students' learning abilities. Additionally, to further advance the educational system, the curriculum and pedagogy should be transformed by incorporating principles from neuroscience.