1. Development of Mathematics Curriculum in Malaysia
Week 5

2. Development of Mathematics Education in Malaysia
How did the present Integrated School Mathematics Curriculum for Primary and Secondary Schools (KBSR and KBSM) come into the scene?

3. Development of Mathematics Education in Malaysia
Razak Report (1956)
Special Project (1970)
KBaruSR Mathematics (1983)
KBersepaduSR Mathematics (1994)
Revised Mathematics Syllabus ( )
PPSMI 2003
?? 2012 ??

4. Razak Report (1956)
The Report of the Education Committee, 1956 proposed a national education system
Thus, a common & official mathematics syllabus – but just rearrangement of old topics
The Report of the Education Committee, 1956 popularly known as the Razak Report was the government’s educational
blueprint for post-independence Malaysia to create a national education system aimed at fostering national integration.

5. Special Project (1970)
To improve standard of primary school mathematics & science following the trend of Modern Mathematics in advanced countries
Emphasis changed from memorization to concept understanding
Teaching & learning materials were developed incorporating
pupil-centered strategies
Inquiry-discovery methods

6. KBaruSR Mathematics (1983)
Not much different from Modern Maths - rearrangement with reduction of some contents
Syllabus divided into
Level 1 – mastering basic number concepts & 4 basic operations
Level 2 – application in problem solving
Emphasis changed to group & individual learning
Enrichment activities to develop the individual’s potential
Remedial activities to ensure learning in accordance with pupils’ ability

7. KBersepaduSR Mathematics (1994)
To help achieve the National Education Philosophy (FPN) ambition – overall & integrated development of individuals in all aspects
Aims & objectives of KBerSR Mathematics (refer Curriculum Specifications)

8. Revised Mathematics Syllabus (1998-2002)
4 main areas –
Numbers
Measures
Shape and Space
Statistics
topics arranged from basic to abstract

9. New Mathematics Syllabus
CDC (BPK) is currently revising all subjects curriculum
Expected to be implemented in 2012 (ie the KSSR)

10. Educational Projects Compensatory Project InSPIRE Project
Smart School Project
Apart from the above main development, there were several other projects implemented to improve the quality of mathematics teaching in schools. These projects included the Compensatory Project (Projek Imbuhan), the Integrated System of Programmed Instruction for the Rural Environment (InSPIRE) Project, and the Smart School Project.

11. Compensatory Project (1975-1980)
Special learning materials designed & supplied to rural area students
Trained teachers chosen to attend special teaching skills
Scope covered pedagogy (remedial education), socio-economic and political elements
Subsidy in the form of food, facilities and financial assistance
Main objective - to narrow gap of learning opportunity between the rich and the poor

12. InSPIRE Project (1983) Initiated by USM in 1977 Main objectives
Develop education theories to improve effectiveness of T&L in rural primary schools
Assist CDC in implementing remedial & enrichment programs
Officially launched in 1983
Various remedial & enrichment materials were produced & distributed to rural primary schools

13. Malaysian Smart School Project
launched in selected pilot secondary schools in 1998
3 pillars of “smart” learning:
self-paced learning
self-accessed learning
self-directed learning
Use of ICT is encouraged (ICT as enabler)
Malaysian Smart School Project
The Smart School Project was launched in selected pilot secondary schools in One special feature of the Smart School Mathematics Curriculum is the arrangement of learning outcomes according to three levels of difficulty.
The three pillars of “smart” learning are self-paced, self-accessed and self-directed learning. Towards achieving these goals, the use of information and communication technology (ICT) is encouraged. Complete packages of courseware for learning the whole Smart School Mathematics Curriculum at the primary and secondary levels have been prepared and used in the respective Smart schools.
Apart from the three pillars, generic skills (thinking skills, study skills, facilitation skills, assessment skills, ICT skills) are also emphasized in the teaching and learning of mathematics.
The pilot Smart School status ended in December The Technology Division of the Malaysian Ministry of Education is currently monitoring the usage of the courseware in all schools.