1. Influence of other countries’ Mathematics Curriculum on Malaysian Mathematics Curriculum
Wk 6

2. Influence of other countries’ Mathematics Curriculum
After the Russian launch of Sputnik I in 1957, many projects were done to reform mathematics & science education in western countries
After World War II, western countries like Great Britain and the United States of America had always prided themselves to be the leading authority in science and technology. However, the launching of Sputnik I into the outer space by Russia in 1957 caught them by surprise. Scared of being left behind, extensive studies on the school mathematics curriculum was carried out in these countries. As a result, many projects were carried out to reform the mathematics curriculum in these countries. As Malaysia was closely linked with these countries in the field of education, these reforms had significantly influenced the Malaysian mathematics curriculum. Related projects include the Nuffield Mathematics Project (NMP), Scottish Mathematics Group (SMG) and School Mathematics Project (SMP) from Great Britain as well as School Mathematics Study Group (SMSG) from the United States of America.
Apart from the above, the Curriculum and Evaluation Standards for School Mathematics published by the National Council of Teachers of Mathematics in 1989 was also an important factor in shaping the Malaysian mathematics curriculum since early 1990.

3. Influence of other countries’ Mathematics Curriculum
These reforms significantly influenced the development of the Malaysian mathematics curriculum
Nuffield Mathematics Project (NMP)
Scottish Mathematics Group (SMG)
School Mathematics Project (SMP)
School Mathematics Study Group (SMSG)
NCTM Standards
After World War II, western countries like Great Britain and the United States of America had always prided themselves to be the leading authority in science and technology. However, the launching of Sputnik I into the outer space by Russia in 1957 caught them by surprise. Scared of being left behind, extensive studies on the school mathematics curriculum was carried out in these countries. As a result, many projects were carried out to reform the mathematics curriculum in these countries. As Malaysia was closely linked with these countries in the field of education, these reforms had significantly influenced the Malaysian mathematics curriculum. Related projects include the Nuffield Mathematics Project (NMP), Scottish Mathematics Group (SMG) and School Mathematics Project (SMP) from Great Britain as well as School Mathematics Study Group (SMSG) from the United States of America.
Apart from the above, the Curriculum and Evaluation Standards for School Mathematics published by the National Council of Teachers of Mathematics in 1989 was also an important factor in shaping the Malaysian mathematics curriculum since early 1990.

4. Nuffield Mathematics Project (NMP) (Britain: 1964)
Introduced new methods in T&L of mathematics based on Piaget’s learning theory
Primary children learn best through interacting with concrete materials
Had influenced the Malaysian “Special Project” (1970)
Nuffield Mathematics Project (NMP)
This project introduced new methods in the teaching and learning of mathematics for primary schools. These new methods were based on Piaget’s learning theory. According to this theory, children between the ages of 6 to 12 years old learn best through interacting with concrete materials. Therefore, the objective of NMP was to guide pupils in primary schools to learn mathematics through concrete experiences. To achieve this objective, the usage of pupil-centred and material-centred strategies, discovery method as well as project work were emphasized. Pupils were encouraged to learn mathematics by working on projects involving the use of mathematics to solve daily problems in small groups. The main philosophy of this project can be summarized by the following well-know saying by Confucius:
I listen and I forget;
I see and I remember;
I do and I understand.

5. Nuffield Mathematics Project (NMP) (Britain: 1964)
Objective of NMP - learning mathematics through concrete experiences
pupil-centered & material-centered strategies
inquiry-discovery method
project work in groups
Nuffield Mathematics Project (NMP)
This project introduced new methods in the teaching and learning of mathematics for primary schools. These new methods were based on Piaget’s learning theory. According to this theory, children between the ages of 6 to 12 years old learn best through interacting with concrete materials. Therefore, the objective of NMP was to guide pupils in primary schools to learn mathematics through concrete experiences. To achieve this objective, the usage of pupil-centred and material-centred strategies, discovery method as well as project work were emphasized. Pupils were encouraged to learn mathematics by working on projects involving the use of mathematics to solve daily problems in small groups. The main philosophy of this project can be summarized by the following well-know saying by Confucius:
I listen and I forget;
I see and I remember;
I do and I understand.

6. Scottish Mathematics Group (SMG) (Britain: 1965-1969)
Group of mathematics writers produced series of 9 volumes of text books entitled “Modern Mathematics for Schools” - published
Materials of SMG became important reference in the Malaysian Modern Mathematics Project for lower secondary schools, 1970
Scottish Mathematics Group (SMG)
The SMG consisted of a group of mathematics writers who produced a series of nine volumes of text books entitled “Modern Mathematics for Schools”. These books were published between the years of 1965 and New topics such as Sets, Number Systems, Number Bases, Modular Mathematics, Transformation, Inequalities, Linear Programming and Matrices were included. The application of these new topics in solving daily problems was one of the important characteristics of this syllabus. The materials of SMG became an important source of reference in the Modern Mathematics Project for lower secondary schools, launched in Malaysia in 1970.

7. Scottish Mathematics Group (SMG) (Britain: 1965-1969)
New topics were included:
Sets,
Number Systems,
Number Bases,
Modular Mathematics,
Transformation,
Inequalities,
Linear Programming and
Matrices.
Scottish Mathematics Group (SMG)
The SMG consisted of a group of mathematics writers who produced a series of nine volumes of text books entitled “Modern Mathematics for Schools”. These books were published between the years of 1965 and New topics such as Sets, Number Systems, Number Bases, Modular Mathematics, Transformation, Inequalities, Linear Programming and Matrices were included. The application of these new topics in solving daily problems was one of the important characteristics of this syllabus. The materials of SMG became an important source of reference in the Modern Mathematics Project for lower secondary schools, launched in Malaysia in 1970.

8. School Mathematics Project (SMP) (Britain: 1961)
Aimed to produce a more progressive secondary mathematics syllabus
New topics were included
Traditional axiomatic approach was replaced with integrated approach
Had influenced also the Malaysian Modern Mathematics texts
School Mathematics Project (SMP)
This project was set up in 1961 in order to prepare a more progressive secondary school mathematics syllabus in Great Britain. In terms of teaching and learning, the traditional axiomatic approach was replaced with an integrated approach. In this approach, different topics in mathematics were taught in an integrated manner. For example, set theory was integrated with the teaching of algebra and geometry. Even though SMP text books were used extensively in secondary schools in Great Britain, the text materials were found to be too academic and abstract. Therefore, the SMP syllabus was not suitable for students who are weak in mathematics. Just like SMG, the SMP materials were another important source of reference for the Malaysian Modern Mathematics texts.

9. School Mathematics Study Group (SMSG), USA: 1958
Aimed to improve standard of mathematics syllabus so to compete with Russia
Scope of various topics were widened, the difficulty level was raised.
Adopted activity-based approach by using activity books
Had influenced Malaysian KBSR Level 1 Mathematics textbooks presented as activity books
School Mathematics Study Group (SMSG)
The SMSG project was started by a group of mathematicians, teachers, psychologists and school inspectorates in the United States of America in The main objective of this project was to improve the standard of existing primary school mathematics syllabus in order to compete with Russia. Some secondary mathematics topics such as geometry, set theory, negative numbers, base numbers, trigonometry were included in SMSG syllabus. In addition to this, the use of specific mathematical language in understanding mathematical concepts was also emphasized. In terms of teaching, SMSG adopted the activity-based approach so as to make the learning of mathematics more interesting and meaningful. Just like SMG and SMP, this project provided many useful ideas for Malaysian educators who were trying to raise the standard of school mathematics at that time.

10. NCTM Standards USA:
NCTM Standards are documents presenting vision of mathematics learning, teaching, and assessment (
Early documents
Curriculum and Evaluation Standards for School Mathematics (1989)
Professional Teaching Standards for School Mathematics (1991)
Assessment Standards for School Mathematics (1995)
New document (
Principles and Standards for School Mathematics (2000)
National Council of Teachers of Mathematics (NCTM) Standards
The vision of mathematics learning, teaching, and assessment is presented in the NCTM Principles and Standards for School Mathematics (2000) and earlier NCTM documents entitled Curriculum and Evaluation Standards for School Mathematics (1989), Professional Teaching Standards for School Mathematics (1991) as well as Assessment Standards for School Mathematics (1995).
NCTM Principles and Standards focus on many aspects of mathematics education. These include underlying assumptions with respect to equity, curriculum, teaching, learning, assessment, and technology for instructional programs in mathematics. The 1989, 1991 and 1995 standards assumed that all students can learn mathematics and teachers play an essential role in helping students to construct their own understanding of mathematics. Besides content standards (Number and Operations, Algebra, Geometry, Measurement, Data Analysis and Probability), these documents also emphasized on certain process standards like (a) Problem Solving, (b) Reasoning and Proof, (c) Communication, (d) Connections, and (e) Mathematical Representation.
The professional teaching standards represented a set of guidelines designed to address the various aspects of professional mathematics teaching. These were grouped into four major categories, namely (a) standards for teaching mathematics, (b) standards for evaluation of teaching, (c) standards for professional development of teachers of mathematics, and (d) standards for support and development of mathematics teachers and teaching.