E M ATI C S C U R R I C U LU M

MATH
IN M A L AY S I A
B IN R A DIN AB D UL H ALI M
DIN
BY: RADIN MUHD IMADUD N , MO E M A LAY SIA
M D EVE LOPM EN T DIV ISIO
CU R RICULU
CURRICULUM DEVELOPMENT
Outcome based Standard-based
education education
 Integrated Curriculum Standard Curriculum for
for Primay School (KBSR) Primary School (KSSR)

Rukun Negara
National Education Malaysia Education
Philosophy (NEP) Blueprint (PPPM)
National Education
Philosophy (NEP)
 CURRICULUM DEVELOPMENT DIVISION 1

STATE EDUCATION DEPARTMENT 16

DISTRICT EDUCATION OFFICES 239

SCHOOLS 10 154
 KBSR / KBSM
Curriculum design is based on these areas:
Communication, Man and his environment,
Self-development of the individual
Curriculum Document Format:
Curriculum Specification which consists
Learning Objective, Learning Outcome, and
Suggested Learning Activities
Design of the Curriculum:
Linear
Elements of analytical and creative thinking
skills
Focus:
3Rs (Reading, wRiting and aRithmetic)
KSSR / KSSM
Communication, Spiritual, Attitude and Values,
Humanitarian, Physical and Aesthetical
Development, Science and Technology, Personal
Appearance
Curriculum Standard documents which consists
Content Standards, Learning Standards,
Performance Standards and Notes
Modular
The elements of creativity and innovation,
entrepreneurial, information technology and
communication
4Rs (Reading, wRiting, aRithmetic and
Reasoning)
CONTENT ORGANISATION
STANDARD CURRICULUM FOR PRIMARY SCHOOL
Mathematic Curriculum Frameworks
Numbers and Operations
Measurement and Geometry
Relationship and Algebra
Statistics and Probability
Discrete Number

Communication Perception, interest, appreciation,

Reasoning confidently resilient and perseverance.
Connections Personality, interaction, procedure,
Problem Solving intrinsic.
Representation
Thinking skills
Soft skills
Information Communication Technology skills
 Text book

The curriculum
document is the main
Classroom Assessment
locus for the class
implementation, text
book writings, and even Standards
Document
the items to be asked in
the students assessment Referrence Learning
books Modules

Teacher
Training
 Topics in Primary School
Numbers and Measurements Relationship Statistics and Discrete
Operations and Geometry and Algebra Probability Mathematics
Data
Whole Coordinat
Time manageme -
Numbers e
nts
Ratio and
Basic Measuremen
Proportion Likelihood
Operations ts
s
Fractions,
Decimals,
Space
and
Percentage
Money 3 (Key Stage 1)
Year 1 Year
Year 4 Year 6 (Key Stage 2)
 Standard Document

Content Learning Performance

Standards Standards Standards
 Standard Document
general criterion
specific statement that illustrate the
general statement
of what pupils level of performance
about cognitive and
should know and that the students
affective domain
able to do need to demonstrate
that can be achieved
conceptually and as indicator of
by the pupils.
practically. success called
Descriptor.
Knowledge Skills Values
Example: KSSR edition 2011
Example: KSSR edition 2017 (now in piloting phase)
Example: KSSR edition 2017 (now in piloting phase)
General Descriptor for Performance Standard Framework
 Able to apply mathematical knowledge and skills
in solving non-routine daily problems using
various strategy creatively and innovatively.
6

Able to apply mathematical knowledge

and skills in solving routine daily
problems using various strategy.
5

1 2 3 4
Know basic mathematical knowledge Able to apply calculation procedures
in solving routine daily problems.
Know and understand basic mathematical knowledge
Able to apply basic arithmetic operations;
Able to apply knowledge on basic conversion
ISSUES & CHALLENGES
IN CURRICULUM REFORMS
 TIMSS PISA

KBSR KSSR
HOTs
Reasoning
Arithmetics
Arithmetics
LOTs
Writing
Writing
Reading
Reading
 Average Score
TIMSS 1999, 2003, 2007 dan 2011
Mathematics Science
519
510
508
500 500 500 500 500 500 500 500
487 488492

467 474 477

467 474
466471
450

440

426
1999 2003 2007 2011 1999 2003 2007 2011
 1999 2003 2007 2011

S S
I M
T x 625 10 6 2 2

Advanced

550 x 625 26 24 16 10
High

475 x 550 34 36 32 24
Intermediate

400 x 475 23 27 32 29
Low

0 x < 400 7 7 18 35
Below minimum
|
1. Shanghai-China - 613 23. New Zealand 500 45. Romania 445
2. Singapore - 573 24.Czech Republic 499 46.Cyprus 440
3. Hong Kong-China - 561 25.France - 495 47.Bulgaria 439
4. Chinese Taipei - 560 26.U Kingdom- 494 48.UAE 434
OECD
5. Korea - 554 27.Iceland - 493 Ave - 494 49.Kazakhstan 432
6. Macao-China - 538 28.Latvia - 491 50.Thailand 427
7. Japan - 536 29.Luxembourg - 490 51.Chile 423
8. Liechtenstein - 535 30.Norway - 489 52.MALAYSIA - 421
9. Switzerland - 531 31.Portugal - 487 53.Mexico 413

PISA 2012
10. Netherlands 523 32.Italy - 485 54.Montenegro 410
11. Estonia - 521 33.Spain - 484 55.Uruguay 409
12. Finland - 519 34.Russian Fed. 482 56.Costa Rica 407
13. Canada 518 35.Slovak Republic 482 57.Albania 394
14. Poland - 518 36.United States 481 58.Brazil 391
15. Belgium - 515 37.Lithuania - 479 59.Argentina 388
16. Germany- 514 38.Sweden - 478 60.Tunisia 388
17. Viet Nam 511 39.Hungary - 477 61.Jordan - 386
18. Austria - 506 40.Croatia 471 62.Colombia 376
19. Australia - 504 41.Israel 466 63.Qatar 376
20. Ireland 501 42.Greece - 453 International 64.Indonesia 375
21. Slovenia 501 43.Serbia 449 Ave - 456 65.Peru 368
22. Denmark 500 44.Turkey - 448
 Urba
n
Rural
students from high-income families do better than those from low-income
families
girls do better than boys in almost all academic subjects

high in equality, but lack in equity of access

 Physical activities, sports,
School Assessment and co-curricular
Assessment

School Based Assessment

Central
Psychometric
Assessment Assessme
nt
 High Stake
Y1 STPM Assessment
3
Y1 SPM
1 School-Based Assessment
Y8 PT3 to evaluate their students formatively and
U summatively by collecting evidence
through various means such as homework,
P students presentation, project work, paper-
and-pencil test, and so on.
Y6 S
SEA BES (MATHEMATICS) :
RECOMMENDATIONS AND SUGGESTIONS
 Rationale
developed and used as benchmarking
documents
must be careful so that the SEA-BES
document is not becoming the definite
agreement
must be comply with the traditional values
in SEA countries
 Content & Format
dont have to be very particular
but should states the Content Standards and Learning
Standards for every levels of schooling, in every learning
areas
for the curriculum developers or the policy
makers

can use NCTM or CCSS (US) as models

Processes & Activities
can be more productive if certain processes and
activities are put and stated explicitly in the standard
learning

in some conceptual understanding, students need to

go certain activities and processes

Teachers can add their creativity in implementing

suitable pedagogical approach
 should appear as Key-
Stage-based standards,
instead of grade-based
standards.
21st century skills - knowhow
should be written to inspire or
encourage the curriculum Regional values
developer or policy makers in Global competencies
these countries to adopt and
adapt TIMSS and PISA
 TERIMA
KASIH
bit.ly/mathmalaysia
RADIN MUHD IMADUDDIN BIN RADIN ABDUL HALIM
ASSISTANT DIRECTOR
SCIENCE AND MATHEMATICS SECTOR
CURRICULUM DEVELOPMENT DIVISION
MINISTRY OF EDUCATION MALAYSIA

03-8884 2221 / 013-3668108

radin.muhd@moe.gov.my