What is the development of mathematics curriculum in Malaysia?

Answer 1

Designing the mathematics curriculum in Malaysia:

Making mathematics more meaningful.

Noor Azlan Ahmad Zanzali,

Associate Professor, Faculty of Education, Universiti Teknologi Malaysia, 81310 UTM Skudai. Tel: (607) – 550 2186

Fax no: (607)- 550 1918 azlan@fp.utm.my

Abstract The relatively brief history of mathematics education in Malaysia can be said to have developed in three

distinct phases. In the first phase, the traditional approach, which emphasised mainly on basic skills (predominantly

computational) was the focus of the national syllabus. In the late 70’s, in consonance with the world-wide

educational reform, the modern mathematics program (MMP) was introduced in schools. Understanding of basic

concepts rather than attaining computational efficiency was the underlying theme of the syllabus. Modern topics

such as set, matrix, vector, transformational geometry and statistics were introduce into the syllabus. Set, relations

and modern geometry were seen as unifying across all topics. Finally, in the late 80’s the mathematics curriculum was

further revised. It is part of the national educational reform that saw the introduction of the national integrated

curriculum (KBSM) both at the primary and secondary levels. This mathematics curriculum, which has undergone

several minor changes periodically, is presently implemented in schools. The content of the syllabus does not differ

significantly from the MMP, but emphasises on attaining the balance between understanding concepts and

computational skills. The syllabus also emphasises on the importance of context in problem solving. These three

syllabi, as in any other curricular development, can be seen to have evolved from changing perspectives on the

content, psychological and pedagogical considerations in teaching and learning of mathematics, which considerably

in the last four decades. In this paper, I will trace the development of the Malaysian mathematics curriculum from the

psychological, content and pedagogical perspectives. I will argue that the development has in many ways attempted

to make mathematics more meaningful, and thus more friendly to students both at the primary and secondary levels.

Within the last five decades, the Malaysian mathematics curriculum has undergone several significant

changes. The relatively short history of the mathematics education can be said to have begun with the

traditional mathematics emphasising mainly on basic skills (predominantly computational) in the primary

grades. In the secondary school, a similar traditional approach in the teaching and learning of

mathematics was used. Arithmetic, geometry and algebra were outlined separately in the syllabus with

limited attempt to treat mathematics as an integrated subject (Asiah Abu Samah, 1984). In the early

70’s, the “Modern Mathematics Program” (MMP) was introduced to both the primary and secondary

schools. The main aim of the program was to introduce some “modern topics” (such as simplified

basics in set theory, statistics, vectors etc.) into the curriculum and at the same time to change the

“traditional” approach in the teaching and learning of mathematics (Yeoh, Kanasabai & Ahmad, 1977).

Beginning in the early 80’s, as part of the nation-wide curriculum reform based on the National

Philosophy of Education, the mathematics has undergone some significant changes. This curriculum is

based on the vision that mathematics is a dynamic subject, coherently connected within itself and with

almost all other areas of study, and that the main purpose of its study is to solve problems. In addition,

mathematics has a rich historical background and that its discovery is as response to human problems.

Primary School Mathematics Curriculum

The main goals of teaching mathematics at the primary level (ages 7 to 12 years) are to help students to

acquire

a) the basic skills in numeracy (computation limited to the decimal system)

b) the ability to use these skills to solve problems

c) the ability to estimate and make or calculate approximations and

d) the ability to interpret graphs and arrangements of numerical data

More specifically, the curriculum is outlined so that students will be able to:

a) Master the skills in writing numbers, counting and stating place value

b) Acquire the basic skills in the four basic operations of adding subtracting, multiplying and dividing

c) Acquire the ability to measure, weigh, state time and specify the face value of currency

d) Identify and state the shapes of objects and able to know the properties of square, rectangles,

triangles, cuboids, cylinders, spheres, cones and pyramids

e) Solve problems involving numbers, measurement, weight, money, distance, space and time;

f) Estimate and calculate approximations

g) Record and read groups of data in the form of simple tables and graphs (Kementerian Pendidikan,

1988).