Topic

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1. 2. 3. 4.

Teacher and Mathematics Education

LEARNING OUTCOMES
By the end of this topic, you should be able to: Describe the meaning and roles of mathematics; Explain the role of mathematics in relation to science and technology; State the importance of mathematics to an individual, the society and the country; Describe the development of the mathematics curriculum in Malaysia; and Explain the influence of the mathematics curriculum in other countries on the Malaysian mathematics curriculum.

5.

INTRODUCTION

The word mathematics comes from the Greek mth ma, which means science, knowledge or learning, and math matiks, which means fond of learning. Since Gauss called mathematics a queen of science, mathematics knowledge has advanced to more complex levels and the meaning of mathematics has been defined in various ways. In the first part of this chapter, you will study the different meanings of mathematics, as well as recognise the roles and importance of mathematics in our lives. The latter part of the section will provide you with a clear picture of the development of the mathematics curriculum in primary and secondary schools in

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Malaysia. You will see how our mathematics curriculum has advanced to its present sophisticated level. The Ministry of Education plays an important role in ensuring the reformation of the mathematics curriculum from time to time to fulfil the 6th challenge of Vision 2020, which is to establish a scientific and progressive society. Hence, mathematics teachers are required to play a crucial role in the teaching and learning of mathematics in the classroom. They should master relevant skills such as new teaching approaches, methods and techniques in order to achieve the goals of several education projects such as KBSR, LINUS, KSSR, KBSM, KSSM and Smart Schools.

1.1

MEANING AND ROLES OF MATHEMATICS

This section will define mathematics and discuss the roles and importance of mathematics in learning as well as in our daily lives.

1.1.1

Definition of Mathematics

What is mathematics? This is a simple question which we may find rather difficult to answer. The names and contributions of individuals involved in the history of mathematics are easy to cite. The wide varieties of the applications of mathematics in our society are easy to list. But, the nature of mathematics itself is hard to capture (Dossey, 2002).

Many people have tried to address this question, but each of them tends to form different answers. Most of them often equate mathematics with arithmetic, which is related to numbers; that is, how to add, subtract, multiply and divide with regard to whole numbers, fractions, decimals and percentages. It is logical since mathematics began from the counting of numbers. Ancient people recorded their properties using pieces of woods, tree trunks, or shells, and drew on cave walls using symbols. During ancient times, about 5,000 years ago, people began using symbols to represent numbers for counting purposes. Since the early human civilisations, along with the development of numbers, mathematics has been further developed by mathematicians and philosophers. At that time, they began observing patterns and appearances of things

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surrounding them, especially geometry, and many phenomena on earth and the universe.

ACTIVITY 1.1
Before we proceed further, answer this question in your own words. What is mathematics?

Mathematics can be defined in various ways. Here are some of the answers to the question (Figure 1.1):

Figure 1.1: Meaning of mathematics

Would you like to understand further the above statements? As a mathematics teacher, it is important for you to have an in-depth understanding of mathematics. For further information, read Appendix 1.1.

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SELF-CHECK 1.1
1. 2. Make a short note based on what you have read in Appendix 1.1. As a conclusion, write out the meaning of mathematics in 100 words.

1.1.2

Roles and Importance of Mathematics

Mathematics, as explained earlier, is closely related to our daily lives. Mathematics is everywhere as it relates to a lot of other disciplines such as science, art, music and economics. Mathematics also relates to things we do in our everyday life such as shopping, buying food, travelling, and planning our work. Can you imagine what would happen if mathematics were to be absent in our lives? The National Council of Teachers of Mathematics (NCTM) classified mathematics into two categories or concepts, namely, content standard and thinking standard.
Mathematics (as classified by the NCTM) Content Standard x x x x x x x Estimation Number Sense Geometry & Spatial Sense Measurement Statistics & Probability Fractions & Decimals Patterns & Relationships x x x x Thinking Standard Problem Solving Communication Reasoning Connections

One of the reasons for students to attend schooling is to learn how to solve problems. As illustrated above, problem solving is one of the main topics in our current mathematics curriculum. This is to enable students to solve mathematical problems. It is referred as an organised process to achieve the goal of a problem. In mathematics, solving problems refers to activities involving problems such as word problems, puzzles, quizzes, and the use of mathematics skills in any situation. As a mathematics teacher, you should know how the process of solving problems can enhance students understanding on the mathematical concepts.

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According to the Polyas Model, there are four main steps in solving a problem.
Understand the problem Devise at least one plan Carry out the plan Evaluate the plan and solutions

Generally, people who learn mathematics and are trained to solve their problems using the above steps will be able to explore, think through an issue, and reason logically to solve both common and uncommon problems. Mathematics plays an important role in the development of science and technology such as in the development of information and communication technology (ICT). Since the development of a nation depends very much on the advancement of science and technology, the roles of mathematics in the developed country are significant. People who are trained with a good mathematical skill tend to think and reason systematically and rationally. This will help them to carry out complex tasks efficiently and effectively in management and administration, economy, social aspects, etc. The progress of mathematics is also important in achieving Vision 2020. One of the nine challenges of Vision 2020 emphasises the need to establish a scientific and progressive society, a society that is innovative and forward looking, one that is not only a consumer of technology but also a contributor to the scientific and technological civilisation of the future (Ahmad Sarji, 1993). This sixth challenge of Vision 2020 has brought immeasurable impact, not only on the development of a new mathematics syllabus, but also on the future roles of mathematics teachers.

ACTIVITY 1.2
Discuss the importance of mathematics in our daily lives.

For more information, refer to Appendix 1.2.

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1.2

DEVELOPMENT OF MATHEMATICS EDUCATION IN MALAYSIA

The mathematics syllabus in Malaysia was not standardised until the Second World War. At that time, each school could choose any syllabus and textbook which they deemed suitable for their students. In 1956, the Razak Report proposed that there should be a common curriculum for all school subjects, including mathematics. The mathematics syllabus in primary schools was significantly improved when the Special Project was implemented in 1970. At the same time, the government introduced the Modern Mathematics syllabus in secondary schools. The mathematics curriculum, whether in primary or secondary level, was revised several times in order to improve the standard of the mathematics curriculum in secondary schools so as to be consistent with the educational reform worldwide.

1.2.1

Development of Primary School Mathematics Curriculum

We shall now look at the development of the primary school mathematics curriculum in detail. (a) Special Project This project was set up by the Ministry of Education (MOE) in 1968 and was launched in 1970 as a pilot project in 30 schools around Kuala Lumpur. The objective of this project was to improve the standard of mathematics and science at the primary school level. Lecturers or mathematics teachers trained abroad were involved in designing materials for the teaching and learning of mathematics, especially in rural schools. New approaches, strategies and methods of teaching and learning mathematics, such as student-centred strategies or inquiry discovery methods were introduced to increase students interest in learning mathematics. This project was financed by Yayasan Asia (Asia Foundation) and members of the American Peace Corporation. (b) Compensatory Project Compensatory education was only materialised after the Second World War. The imbalanced education opportunities between the lower and upper classes forced the government to plan compensatory education. This project was launched in 1975 and completed in 1980 for the primary school level.

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The project provided specially trained teachers in order to achieve its objectives. Teaching and learning materials, methods and strategies were planned. The scope of study covered pedagogy, socio-economic and political elements. In addition, this project also included subsidies in the form of food, facilities and financial assistance to students as well as their parents. The aim was to narrow the gap of learning opportunities between the rich and the poor. (c) InSPIRE Project InSPIRE (Integrated System of Programmed Instruction for the Rural Environment) was initiated in 1977 by Universiti Sains Malaysia. The main objective of this project was to improve the effectiveness of teaching and learning activities in primary schools, including the remedial and enrichment activities in mathematics for rural primary schools based on the KBSR curriculum. KBSR (1983)

(d)

Kurikulum Baru Sekolah Rendah (KBSR) was piloted to 305 selected

primary schools in 1982. It was fully implemented to other primary schools in 1983. KBSR for Mathematics was aimed at helping students acquire the basic skills in solving mathematics related problems, and the ability to estimate, calculate approximations, interpret graphs and tabulate numerical data. In order to achieve these goals, students have to: (i) (ii) Master the skills in writing numbers, counting and stating place value; Acquire the basic skills in basic operations (addition, subtraction, multiplication and division);

(iii) Master the ability in measuring weight, length and time, and specify the face value of money; (iv) Identify and state the shapes of two- and three-dimensional objects, and recognise the properties of squares, rectangles, triangles, cubes, cuboids, cylinders, spheres and pyramids; (v) Solve problems involving numbers, measurement, money, weight, distance, space and time;

(vi) Make estimation and approximation; and (vii) Record and read groups of data in the form of a simple table and graph. The teaching guidebooks published by the MOE highlighted that the knowledge and skills with regard to the operation of numbers should start

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from the basics of the subjects, and be taught in sequences. Moreover, the teaching guide outlined the suggested activities that can be used for teaching the appropriate skills. The activities started with the introduction of the skills and followed by activities that are real and concrete. Concrete experiences were emphasised and gradually expanded as the students progressed to a higher level. (e) KBSR (1993) The National Education Philosophy focused on the overall and integrated development of individuals such as their cognitive, affective and psychomotor domains. Therefore, Kurikulum Baru Sekolah Rendah was changed to Kurikulum Bersepadu Sekolah Rendah in 1993. The objective of this integrated curriculum was to educate students to foster honesty and responsibility, besides mastering the calculation skills. This integrated curriculum was first implemented for Year 1 and Year 4 students. However, the syllabus of the integrated curriculum, especially the mathematics curriculum, did not differ much from the curriculum implemented in 1983. (f) The Primary School Mathematics Syllabus (2003) The Primary School Mathematics Syllabus was revised again in 2003. This curriculum allowed primary school students to acquire and use the basic mathematics skills in daily life situations. The proposed learning outcomes were grouped into nine (9) main topics as follows: (i) (ii) Whole numbers and their operations; Fractions and their operations;

(iii) Decimals and their operations; (iv) Money; (v) Measurements of lengths and weights;

(vi) Space; (vii) Average; (viii) Percentage; and (ix) Graphs.

All the skills were arranged in sequence and should be taught from simple to complex skills.

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(g)

LINUS in NKRAs Literacy and Numeracy Screening (LINUS) is a remedial programme introduced in 2010 as sub-NKRAs (National Key Results Areas). It was designed to ensure that students acquire a basic literacy in Bahasa Malaysia and numeracy skills at the end of three years of primary education. This programme was targeted at students who had difficulties in reading, writing and arithmetic. Literacy and numeracy are important because these are the basic skills needed to prepare students for the next level of education. The basic numeracy under the LINUS programme focuses on students ability to solve basic mathematical problems in their daily lives. The implementation of the LINUS programme involves the following six strategies: (i) (ii) Screening of students in Year 1, Year 2 and Year 3; Developing materials;

(iii) Enhancing teachers pedagogical skill; (iv) Creating awareness programmes for schools and the community; (v) Monitoring, supervising and evaluating; and

(vi) Establishing FasiLINUS. The targets for 2010 - 2012 are to: (i) (ii) Increase the numeracy skills from 77% in 2009 to 90% by end of 2010; Achieve 95% by 2011; and

(iii) Achieve 100% numerate by the end of 2012. The screenings are held in March, June and September each year in order to achieve the above targets.

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There are some differences in the LINUS programme compared to the previous efforts.
LINUS x Focuses on early intervention from Year 1 to Year 3 for both literacy and numeracy skills The ratio of remedial teacher to student is 1:15 Nurses in schools are introduced to identify students who require tailored special needs programme x Previous Efforts Focused either only on literacy skills (KIA2M) or only on Year 4 to Year 6 (Protim) Only one remedial teacher in a school

x x

(Ministry of Education Malaysia, 2011) (h) KSSR

Kurikulum Standard Sekolah Rendah (KSSR) is implemented in 2011. It is

designed to ensure that the curriculum is holistic and stay relevant in producing a well balanced human capital who can overcome current and future challenges. KSSR is developed based on the National Education Philosophy and KBSR principles such as integrated approach, holistic individual development, lifelong learning and equal opportunity and quality education for all students. KSSR is the transformation of curriculum from the existing curriculum, which focuses on the changes in forms, organisation, content, time, pedagogy, assessment, material and curriculum management in school. Its curriculum is developed based on the content standard and learning standard.
NCTM Content Standard Refers to the specific statement about what the students must know in the aspects of knowledge, skills and values Learning Standard Refers to a set of learning quality criteria or indicator and achievement that can be measured for each content standard

The rationale of using standards in KSSR, among others, is to ensure that all students cross the standard based on school based assessments as well as to overcome dropouts.

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The KSSR curriculum comprises core and elective subjects, which include value add elements such as creativity and innovation, entrepreneurship, and the ICT. The documents of KSSR are curriculum materials (standard curriculum document) and supporting curriculum materials such as textbooks, teaching modules and creativity guidebook (Bahagian Perkembangan Kurikulum, Kementerian Pelajaran Malaysia, 2011).

SELF-CHECK 1.2
Using a mind map, illustrate the chronological development of the primary school mathematics syllabus since 1970.

1.2.2

Development of Secondary School Mathematics Curriculum

Before the Second World War, mathematics taught in secondary schools focused on three (3) main components, namely, arithmetic, algebra and geometry. This curriculum was known as Elementary Mathematics (Alternative A). After the Second World War, the Cambridge Examination Syndicate offered a new mathematics curriculum known as Elementary Mathematics (Alternative B) for Overseas School Certificate Examination (OSC). At the same time, Additional Mathematics was also introduced. Both were taught in secondary schools until Modern Mathematics was launched in the 1970s. (a) KLSM

Kurikulum Lama Sekolah Menengah (KLSM) known as Modern

Mathematics was implemented as a pilot project in 26 selected schools in Peninsular Malaysia in 1970. In 1969, the Mathematics Curriculum Committee decided to use the School Mathematics Project (SMP) syllabus. However, the textbooks from the SMP were modified and published with the title Mathematics for Schools in Malaysia. The difference between this and the previous syllabus was not merely the content, but more on the teaching strategies. Many new teaching strategies such as inquiry-discovery methods, student-centred and material-centred strategies were emphasised. In 1972, the Mathematics Curriculum Committee decided to choose topics from the School Mathematics Project (SMP) to be used in Upper Secondary

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Schools. Since 1971, all syllabuses from Form 1 to Form 5 were combined and known as the syllabus for Modern Mathematics Form 1 to Form 5. (b) KBSM (1989)

Kurikulum Baru Sekolah Menengah (KBSM) was implemented in 1989. It

was a continuation of KBSR (1983 1988). Based on the National Education Philosophy, the syllabus incorporated the elements of intellectual, physical and spiritual aspects. Specifically, during the process of teaching and learning, students were expected to gain the knowledge and master the mathematics skills related to numbers, shapes and relations. The aims of the secondary school mathematics curriculum are as follows: (i) (ii) To develop students abilities in logical, analytical, systematic and critical thinking; To develop students abilities in problem solving; and

(iii) To apply mathematical knowledge. Similar to KBSR, new strategies of teaching and learning mathematics such as inquiry-discovery, student-centred and material-centred were emphasised in all activities. Through this curriculum, students were expected to be able to function effectively and responsibly in their daily lives as well as to appreciate the importance and beauty of mathematics. (c) KBSM (1999) The KBSM (1989) was revised in 1999 and the new curriculum was known as Kurikulum Bersepadu Sekolah Menengah (KBSM), which was an integrated curriculum. The syllabus was divided into two levels, namely, Lower Secondary Level (Forms 1 3) and Upper Secondary Level (Forms 4 5). Through this curriculum, students were expected to be ready to enter any higher level of technical or non-technical fields. The content was divided into three (3) main components: (i) (ii) Operations of numbers, Shapes and measurements, and

(iii) Relations At the same time, the syllabus of KBSM Additional Mathematics was also revised by the curriculum committee.

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(d)

KSSM

Kurikulum Standard Sekolah Menengah (KSSM) will be implemented in

2014. There will be a transformation of curriculum for all current secondary school subjects. The focus of the transformation, among others, will be: (i) (ii) The shift of the evaluation process from examination based to holistic education; The development of human capital; and

(iii) All educators should understand clearly the transformation and ensure that the implementation is done accordingly. Some of the changes in the evaluation process are the abolishment of the

Penilaian Menengah Rendah (PMR) and that the Sijil Pelajaran Malaysia
(SPM) will be based on school assessment and central examination.

SELF-CHECK 1.3
Using a mind map, illustrate the chronological development of the secondary school mathematics syllabus after the Second World War.

1.2.3

Mathematics in Smart School

Mathematics is one of the four (4) subjects introduced in smart schools. This programme was announced by our former Prime Minister, Tun Dr Mahathir Mohamed, in August 1995. Initially, four (4) schools were selected (two primary and two secondary schools). By the year 2000, about 90 schools participated in the programme.

ACTIVITY 1.3
In your opinion, what is a smart school? Discuss.

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Figure 1.2 illustrates the smart school as one of the flagships of the Multimedia Super Corridor.

Figure 1.2: The Smart School is one of the Seven Flagship Applications in the Multimedia Super Corridor (MSC)

The main objective of the smart school is to incorporate the latest technology in teaching and learning activities. In order to ensure that the programme is successfully implemented, selected teachers have been trained on the pedagogy. Teaching and learning materials are developed in the form of multimedia materials and computers are used extensively. The goals are listed as follows: (a) (b) (c) To produce intelligent students with advanced and sophisticated knowledge, especially in ICT; To produce technocrats of world standard and with good moral values; and To produce students who possess creative and competitive abilities and are to make Malaysia an excellent education centre of world standard.

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1.3

INFLUENCE OF OTHER COUNTRIES MATHEMATICS CURRICULUM ON THE MALAYSIAN MATHEMATICS CURRICULUM

Let us now explore how various other curriculums have influenced our mathematics curriculum. (a) Nuffield Mathematics Project (NMP) The Nuffield Mathematics Project (NMP) introduced a new approach and method of teaching and learning mathematics, especially for primary schools in Britain. According to the theory, children aged between 6 and 12 learn better through interacting with concrete materials. Teachers are encouraged to use the new strategies such as student-centred and materials-centred strategies, inquiry-discovery methods, as well as project works. In project works, students are guided to solve daily problems in small groups. The Special Project launched in 1970 adopted most of the ideas from the NMP. The philosophy of the NMP can be summarised as follows: I listen, I forget. I see, I remember. I do, I understand. (b) Scottish Mathematics Group (SMG) Scottish Mathematics Group (SMG) was first tried out in some secondary schools in Scotland. This project comprised a group of mathematics writers who produced a series of nine (9) volumes of secondary school textbooks known as Modern Mathematics for Schools. Those books were published between 1965 and 1969. New topics were included in the curriculum, such as sets, number system, number bases, modular mathematics, transformation, inequalities, linear programming and matrices. As discussed earlier, Modern Mathematics for lower secondary schools adopted most of the materials from the SMG. The Modern Mathematics Project for lower secondary schools was launched in Malaysia in 1970. School Mathematics Project (SMP) The School Mathematics Project (SMP) was set up in 1961 to enhance the preparation of a more progressive mathematics for secondary schools in Britain. The new integrated approach for teaching and learning mathematics was introduced in the curriculum. For example, a set theory was used in teaching algebra and geometry, and the Euclid geometry was

(c)

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used in transformation. Although the aim of this project to improve the standard of mathematics in secondary schools was achieved, the SMP syllabus was not suitable for weak students. (d) School Mathematics Study Group (SMSG) The School Mathematics Study Group (SMSG) project was initiated by a group of mathematicians, teachers, psychologists, and inspectorates in the United States of America in 1958. The objective of this project was to improve the existing primary school mathematics syllabus, as well as to compete with other advanced countries, especially Russia. The SMSG incorporated some of the secondary school mathematics topics, such as geometry, negative numbers, set theory and trigonometry. In addition, mathematical languages in understanding mathematical concepts and activity-based approach were emphasised. This project provided many useful ideas for Malaysian educators in improving the standard of school mathematics at that time.

SELF-CHECK 1.4
Describe the influence of the above projects on the Malaysian mathematics curriculum.

Mathematics can be defined in many ways, that is, as a way of thinking, a study of patterns and relationships, a language and science of patterns, a tool in daily life, etc. Mathematics plays important roles in ensuring the well-being of an individual, the progress of a society, and the development of a nation. Our mathematics curriculum has been changed from time to time in accordance to the needs of the nation, as well as to capture reforms of the mathematics curriculum from other countries. The advancement in the mathematics curriculum also ensures the achievement of Vision 2020.

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The latest changes in the teaching and learning of mathematics are the implementation of LINUS, KSSR and KSSM.

Compensatory project Inspire project KBSM KLSM KSSM

KSSR LINUS Modern mathematics NCTM Special project

1.

What is the meaning of integrated in the Malaysian secondary school mathematics curriculum? What is the aim of the primary school mathematics curriculum?

2.

1.

Why has the Malaysian mathematics curriculum been changed many times? Explain how advancement in the mathematics curriculum can help in achieving Vision 2020.

2.

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APPENDIX 1.1
Mathematics as a Language
Mathematics as a language is something we seldom teach explicitly. Students pick it up without even thinking about it much. But this seems to be the really important aspect of mathematics. When lack of mathematical education stands in someone's way, whether they want to learn more physics, or electronics, or economics, or basic statistics, it is almost never the ability to do calculations that is the stumbling block. When someone picks up a book on, say, thermodynamics, and realizes that they don't know enough mathematics to read it, it's not because reading the book involves doing a lot of calculations. What one needs is the fundamental concepts and the ability to follow mathematical reasoning. Now, it's important to realize here that the ability to follow mathematical reasoning is not all that far removed from the ability to calculate. Simply knowing what all the symbols in an equation mean for some reason just isn't enough to understand a book with lots of equations in it, just as simply knowing the vocabulary of a foreign language isn't enough to be able to read books in that language. To some extent, one has to be able to follow the derivations given in a mathematically oriented book in order to be able to understand what is being said.

Mathematics as a Science
It is a very difficult idea for most students to understand that mathematics does not consist simply of techniques, but that there is a subject matter to mathematics, just as much as there is to physics or astronomy. Mathematicians are not people who devote their lives to doing calculations. Mathematicians are, in fact, people who devote their lives not to solving equations, but to trying to find the answers to unanswered questions. These questions are just as legitimate as the ones that physicists or biologists do research on.

Mathematics as a Way of Thinking

The process of learning mathematics necessarily involves learning certain ways of thinking, and most people find it plausible that learning the kind of thinking one does in mathematics has value outside the realm of mathematics. In any case, this kind of thinking is certainly indispensable in order to be able to use mathematics as a useful tool, and is closely related to the types of thinking involved in the other physical sciences. Seeing connections is a big part of mathematical problem solving and theorem proving. When I'm trying to do a problem or prove a theorem, it's as if I see every formula, fact, or whatever, surrounded by lots of links to other facts. One thing that is certainly important in mathematical thinking is the ability to look beyond content and see the underlying logical structure, and to realize when two situations which seem, on the basis of their surface content, very dissimilar, are actually identical when one looks at the logical structure.

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Mathematics as the Art of Calculation

This is how most of the world, and most mathematics students, see mathematics. In this view, mathematics consists of techniques for getting answers to quantitative problems. This is in fact a very important part of mathematics. Calculation is at the very root of mathematics. It is perhaps appropriate for graduate students to have a distain for mere calculation, as so many do. But I don't think it's appropriate for a mathematician to have such a distain. My experience is that one obtains a powerful new insight into a mathematical theory when one sees how it relates to concrete calculations. And to some extent, I think that a mathematical theory which can't prove its value in terms of concrete calculations is not likely to stand the test of time.

Mathematics is a Language and Science of Patterns

As a language of patterns, mathematics is a means for describing the world in which we live. In its symbols and vocabulary, the language of mathematics is a universal means of communication about relationships and patterns. As a science of patterns, mathematics is a mode of inquiry that reveals fundamental understandings about order in our world. This mode of inquiry relies on logic and employs observation, simulation, and experimentation as means of challenging and extending our current understanding.

Mathematics is a Patterns and Relationships

Patterns are things that repeat; relationships are things that are connected by some kind of reason. They are important because they help us understand the underlying structure of things; they help us feel confident and capable of knowing what will come next, even when we can't see it yet. Patterns and relationships are found in music, art, and clothing, as well as in other aspects of math such as counting and geometry. Understanding patterns and relationships means understanding rhythm and repetition as well as ordering from shortest to longest, smallest to largest, sorting, and categorizing.

Mathematics is a Tool or an Instrument

Although you are not a mathematician, you are still used mathematics in daily lives. You can use mathematics to solve abstract problems in the mathematical problems itself, and practical problems in your daily life activities such as working, business, travels, buying things, education, and so on. For example, the development of your analytical reasoning skills in mathematics will enable you to become more effective problem solvers in all areas of your life, not only in mathematics. Source: Lee Lady (1996). What is mathematics. http:www/math.hawai.edu/~lee/ education/whats.html Retrieved from

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APPENDIX 1.2
Mathematics as problem solving
Although the definition of problem solving may differ to that of NCTMs (1992), it, nevertheless, became the significant elements to be emphasized in the teaching and learning of mathematics. Teachers are expected to intentionally teach students on the heuristics of problem solving. Although teachers are free to chose the strategy suitable for his/her students, they are encouraged to follow those recommended by Polya (1974). Teachers are also encouraged to simulate mathematical problems based on their daily experiences. More specifically, teachers are expected to provide varied experiences so that students can work individually or in groups in tackling mathematical problems. The curriculum places heavy emphasis on relationships between mathematics and real life problems. Problem solving in real contexts are considered essential in helping students appreciate mathematics. In short, problem solving becomes the focus in the curriculum.

Mathematics as communication
The curriculum clearly states that on of the objectives in learning mathematics is to acquire the ability to communicate ideas through the use of mathematical symbols or ideas. An essential part of the curriculum is to help students attain the ability to comprehend mathematical statements encountered, for example, in the mass media. For example, students are expected to be able to interpret the statistics used in various reports they encounter in the mass media. In mathematics lessons, students are encouraged to work in groups on certain projects or problems.

Mathematics as reasoning
The main goal statements clearly states the students need to develop the ability to think logically, systematically, creatively and critically. Although this is not clearly stated in the syllabus, teachers guides and further elaboration of the syllabus specially encourage teachers to use approaches that can simulate mathematical thinking or reasoning. The use of statistics to critically examine information as part of the lesson, for example, can be said to be in correspondence with the aim of promoting the above thinking abilities.

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Mathematical connections
There is a strong emphasis in making connections within mathematics itself and across other subjects. In fact, the title of the curriculum suggests that making mathematical connections within itself or across other areas of study is strongly suggested. Making the connections between mathematics studied in class and material from everyday life or the environment are explicitly stated in the documents accompanying the syllabus. Through the introduction of certain facts concerning historical development in mathematics, the curriculum hopes that students will be able to see that mathematics has its origin and in many cultures and is developed as responses to human needs that are both utilitarian and aesthetic.

Concluding remarks
The total framework of the intended curriculum places a heavy emphasis on problem solving, communications, reasoning and connections in mathematics. Other than these, another important feature that is being emphasized is to present mathematics is enjoyable, and yet challenging to their intellectual development. The relationship of mathematics to the real world is the basic theme used in all the topics of the syllabus. The curriculum is also responsive to the development of the information age. This is clearly seen in the smart schools program currently planned and implemented in students. It is often argued that mathematics curriculum should not only provide students with the relevant knowledge to function well in society, but should also prepare them for further study at the higher education level. The present mathematics curriculum provides a broad-based mathematical knowledge, essential for students of higher learning in non-mathematically related areas of study mathematics curriculum. The secondary school curriculum provides the Additional Mathematics course for students who intend to embark on studies related to scientific and technological areas. The content of this curriculum is said to be sufficient for further studies in mathematics related areas. Studies that looked into the adequacy of this curriculum in providing students with the necessary mathematical skills and understanding for advanced scientific and technological studies is yet to be conducted. Source: Noor Azlan Ahmad Zanzali (n.d.). Designing the mathematics curriculum in Malaysia: Making mathematics more meaningful. Retrieved from http://math.unipa.it/~ grim/Jzanzali.PDF