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Research suggested that students struggle because of lacking understanding of basic concepts, formulas, and procedures in algebra, leading to inefficiency in logical thinking and problem-solving skills. (Julius et al., 2018; Jupri et al., 2021). Schemabased instruction (SBI) aims to enhance learning and problem-solving by activating and building upon students' prior knowledge structures, known as schemas (Powell et al., 2008). The common schemas include the total, difference, change, equal groups, comparison, ratios/proportions (Hughes & Cuevas, 2020). SBI has been found to be effective, particularly for students who struggle with mathematics word problems (Marshall, 2012; Hughes & Cuevas, 2020). Research related to SBI has not yet been conducted in Macau region. An early pre-test was administered by the researcher, thirty-one students were asked to solve 10 questions about percentages. The results showed that some students lacked the fundamental knowledge needed to investigate and explore the abstract ideas, patterns, and relationships in percentages problems. A daily schema-based instruction (SBI) as a part of an experimental intervention study was implemented, pre-test and post-tests were administered to investigate the effect of SBI on students' mathematical procedural fluency skills. Thirty-one students from the researcher’s class were invited to engaged in 40 minutes of daily SBI lessons for two weeks, 12 lessons in total. During each of the twelve 40-minute session, students practiced schemas to develop procedural fluency competencies, such as solid number sense and arithmetic operations, to solve percentages problems. Within-group descriptive and inferential statistics were adopted. The results indicated that after SBI, students can solve mathematical problems with greater procedural fluency. This research shares implications and provides suggestions regarding SBI and procedural fluency

Since 2006, the Government of Macau has been promoting inclusive education. This has now been ongoing for seventeen years. As education policies gradually improve, the focus has shifted from students in inclusive settings to the realm of teachers. With an increasing number of inclusive students, the corresponding work pressures faced by teachers has also increased. The aims of this study are to better understand the work-related stress, sources of stress, and subsequent coping strategies used by mainstreamteachers within the inclusive education sector of Macau. This study used qualitative research methods, interviewing twelve frontline teachers from eight different private primary educational institutions. Eight of these teachers work in schools practicing inclusive education, while four were employed in regular schools. However, all twelve participating teachers had experience in teaching inclusive students but also lacked any specialized background in special education. Following and obtaining and meticulously analyzing interview data, supported by relevant literature, the study findings are presented as follows: 1. Views and Attitudes of Regular Teachers in Inclusive Schools towards Inclusive Education The interviewed teachers support the concept of inclusive education but were concerned about student behaviors and their learning challenges. These concerns included inappropriate behaviors, learning disabilities, and the teachers’ own pedagogical demands. In managing student behaviors, teachers found it difficult to handle the emotional control of inclusive students, leading to disruptions in class. Regarding learning, teachers had to use additional and extra time on after-class tutoring, increasing their workload. Teaching inclusive students also complicated the instruction, requiring teachers to undergo additional training and preparation. 2. Work-Related Stress and its Sources among Regular Teachers within Inclusive Schools The participating teachers rated their stress-resilience as not low, but rather they experienced medium to high levels of work-related stress, mainly due to long working hours and extensive workloads. The study identifies four main sources of stress: （i） The nature of work, including extensive teaching and non-teaching tasks, including heavy class management, or multiple roles. （ii） Social relationships, where regular teachers lacked an understanding of resource teachers’ roles, leading to ineffective communication and an underutilization of resource teachers in schools. （iii） Organizational structure, where schools involved in inclusive education required improvements in facilities and teaching environments, particularly in the safety of sports areas. Additionally, not all mainstream teachers had access to inclusive education resources, and the instructional adjustments for inclusive students did not fully meet their needs. （iv） Social aspects, where the public did not fully understand the concepts of inclusive education, and expectations on teachers were excessively high. Furthermore, teachers were dissatisfied with their salaries and benefits, which they felt were not commensurate with their heavy workload. The study also found that female teachers faced additional stress from both work and family responsibilities, as they also bear the burden of caring for and educating their own children at home. 3. Responses and Coping Methods of Regular Teachers in Inclusive Schools to Work-Related Stress The study analyzed the negative impacts of work-related stress on teachers’ physical health, psychological state, and behavior. The impacts included poor sleep quality or insomnia and emotional states of worry and anxiety. In response to stress, teachers engaged in communication and social activities, exercise and rest, and dietary adjustments. However, these stress-relief methods did not effectively address the root causes of the stress, making long-term stress management a crucial issue for teachers. Based on the findings regarding stress perceptions, sources, and coping methods, the researcher proposes recommendations for teachers, educational institutions, and relevant government departments, with an aim to support and aid future policymaking in the area of inclusive education in Macau

Teaching methods are not enough in today's social environment. By studying the understanding and practice of innovative education by primary school teachers in Macao, we can find a direction to promoting educators' demand for educational innovation. This research aims to understand the attitudes of primary school teachers in Macao toward innovative education, as well as the feasibility and necessity of developing a creative curriculum, through in-depth interviews with the experiences and reactions of primary school teachers in Macao. Simultaneously, encourage primary school teachers in Macao to implement effective and innovative educational methods so that Macao society can rethink the importance of educational innovation. The significance of the research lies in improving teachers' awareness of educational innovation and promoting teachers' understanding of education. In education, innovation includes new teaching theories, methods, techniques, and resources. Therefore, the education innovation is to think about things creatively, and innovation is to do creative things. By interviewing eleven local primary school teachers in Macau, we learned their views on innovative education teaching methods. Although, a limitation of the study is that only a few faculty members were selected, which may not represent the entire primary teacher in Macau. The study draws four main conclusions, the first of which is the view of primary teacher in local education, it can know that Macao primary school teachers understanding and cognition of educational innovation. Though of understanding of Macau’s primary teacher’s attitude in innovation teaching, which can find the feasibility of innovation teaching in Macau. At the same time, understanding of the impact factor in Macau innovation education, it clarifies the main challenging of primary teacher practice innovation teaching in Macau. On the other hand, thought of understanding of teacher’s attitude, we can more understanding the real situation in Macau’s educational innovation and encourage the teacher promoted educational innovation in Macau

Establishing and improving the independent reading ability of middle school students has become one of the critical topics in the world, especially for second language learners. The cultivation of independent reading ability has specific challenges. This action research investigated the effectiveness of integrating robot-assisted teaching in reading lessons at lower primary grades. A group of third-grade students (n=15) participated in this research. The instruments include the pre-and post-test of a reading competency test (RCT) and motivational index (MI), a teacher reflection journal, and focus group discussion with parents. The whole intervention is conducted in two cycles, and requires the completion of four 40-minute lessons each week per cycle. The findings support the view that integrating robot-assisted teaching in the classroom can improve students' learning motivation to a certain extent, and that intervention programs positively impact students' learning motivation and independent reading ability in English. This study provides suggestion for the design of English reading instruction, and encourages English teachers to pay more attention to improving students' independent reading ability

"Abstract The core concept of drama education is the integration and int- ernalization of experience. In the empirical content of the improvis- ational drama, it lays a profound foreshadowing for future life prac- tice through different physical behaviors and facial perceptions. Through drama education, children with autism spectrum disorder can be emotionally adjusted. Emotional and social behavior is essent- ial for children with autism spectrum disorders. The use of improvis- ational drama to study children's emotions with autism spectrum diso- rders is not yet found in Macau. Therefore, this study aimed to inve- stigate the intervention strategies for children with autism spectrum disorders through improvisational drama to fill the research gap. A case study of emotional interventions as a ten-day improvisa- tional drama with an autism spectrum disorder in Macau. The following findings were obtained: 1. The study found that improvisational drama was used to address the theoretica deficits of the mind of children with autism spectrum disorders. 2. Improvisational drama supports the understanding of self-emotions in children with autism spectrum disorder with positive behavior. 3. Shared attention cultivated by improvisational drama can develop social interaction behavior. 4. The improvisational drama techniques can deal with children with autism spectrum disorder and peer conflict. Based on these results, the researcher identified three main is sues in the use of improvisational drama to deal with the emotions of VII children with autism spectrum disorders in Macau: 1. The relative lack of knowledge on the use of improvisational drama as a strategy to support children with autism in Macau. 2. The number of hours and sessions of the Macao training course is too small to be satisfied with frontline teachers' use of improvi- sational drama to provide quality teaching to children with an au- tism spectrum disorder. 3. Failing to understand the emotional needs of children with autism frontline teachers must practice improvisational drama teaching, failing to understand it’s core subjects in depth. Therefore, researchers on the emotions of children with an aut- ism spectrum disorder in improvisational drama. The proposal is divi- ded into three main areas, which are proposed to the government, sch- ools, and teachers: I. Suggestions to the government: 1. Improve the special education policy 2. Increase the number of training courses II. Suggestions for schools: 1. Increase the teaching content of the curriculum for children wi- th autism spectrum disorders III. Suggestions for teachers: 1. Children should lead the curriculum with autism spectrum disord- ers. 2. The curriculum should enhance the cooperation between children VIII with autism spectrum disorders and their peers. This study has identified feasible intervention strategies to he- lp further improve the Macau government's special education policy. The study also aims to help schools to adapt their teaching cont- ents better to suit the needs of children with autism spectrum disord ers. Finally, the study aims to provide teachers with a better unders- tanding of the characteristics and social-emotional behaviors of ch- ildren with autism spectrum disorders to help each other practice education effectively. Only one child with autism spectrum disorder were studied in Mac- ao. As a result, this study failed to represent all children in Macao in practicing emotional interventions in improvisational drama. This study aimed to promote -improvisational comedy strategies in Macau to help children with aut-ism spectrum disorders to understand and expre ss their emotions appr-opriately. It is also expected that the Macau SAR government will re-cognize the importance of drama education for children with autism spectrum disorders and develop policies and ada- pt the content of the curriculum framework to enable the effective i- mplementation of drama education in teaching emotions to children wi- th autism spectrum disorders."