Mathematical knowledge is the pillar of integrated Science, Technology, Engineering, and Mathematics (STEM) education which ensures the future generation is well-equipped with the knowledge and skills required to compete globally. However, recent studies show that students have yet to achieve the mastery level expected in one of the crucial learning areas of mathematics: algebra. This paper aims to determine teachers' perceptions of the level of difficulties students face, the hindering factors, and the possibilities of implementing a mobile-learning approach in learning algebra topics for Form Two Mathematics. This study used an online questionnaire involving 178 lower secondary mathematics teachers in Kuala Lumpur. The data collected were analyzed using descriptive statistics, namely percentage. The findings revealed that Factorisation and Algebraic Fractions is the most challenging topic for students to master in Form Two Mathematics, according to 91.0% of teachers. Moreover, 94.4% of teachers agreed that students faced difficulties representing mathematical statements and problem-solving involving algebraic terms. This study also found that 94.4% of teachers agreed that mobile learning would enable students to explore learning through an interactive approach and provide the opportunity for blended learning. The findings also revealed the suggested features such as learning skills, learning activity, learning materials, and evaluation methods for the mobile-learning module. This study indicates a need to develop a mobile-learning module for Factorisation and Algebraic Fraction to enhance students' achievement and learning experience.