FORUMS

Discussion issues on the language of instruction.

The issue that I want to discuss about the language instruction that we use to learn in class room. One of the main reasons why our progress is behind many developed nations is the literacy of its citizens. The United States of America (US) is the frontier of research and we cannot deny the fact that the language of technology and research is the English language. We may not like this reality but we have to live with it. The fact that Bahasa Malaysia is the medium of instruction in schools has limited the access to knowledge. Let’s be realistic, only a small percentage of books written in English are translated into Bahasa Malaysia. I have encountered many of my Malaysian peers pursuing studies in varsities abroad who had to drop out because of their low proficiency in the English Language. There have been many instances of students burning the midnight oil with a dictionary in hand trying their best to understand the recorded English lectures of their professors. When many of our leaders including the Prime Ministers have an excellent command of the English language, why can’t our citizens? The 60s and even the 70s, was a time when we saw all races studying in government schools where the medium of instruction was in English. It was when everyone came together, indeed we can attribute our unity and our inter-racial tolerance and understanding to the schooling system then. I think that importance should also be given to Bahasa Malaysia, Chinese and Tamil but English language must be made the medium of instruction in schools. It will put us on the path to progress and make us a more developed and literate nation. Let us not hide behind the curtain of ignorance. After all why should we be deprived of learning a language that it accepted as a global language of communications and technology? In Malaysia we use Malay language to communicate and also teaching in class room but when we think about the future, most the company in the country use English language to interview and working environment. The issue is here, fresh graduate will become difficult to find any job when they don’t even know how to speak basic English language. So, the conclusion is we should start to provide the English language from the young children to train them before they start to apply any job in the industry and government sectors in the future.

Discussion issues on the Secondary Mathematics Curriculum. Is it suitable for our children?

In my opinion, Malaysia had struggle so much to improve mathematics curriculum to makes the pupils achieve the greatest result in Mathemathics.  In Malaysia, an attempt is being made to introduce a problem-based learning model in secondary mathematics, with the aim of educating citizens to prepare them for decision-making in sustainable and responsible development. This model called problem-based learning the four core areas (PBL4C) first sprouted in SEAMEO RECSAM in 2008, and as a result of training courses conducted, a paper was presented at the EARCOME5 conference in 2010, followed by two papers during the 15th UNESCO-APEID conference in 2011. This model has since expanded in its use in the field of education management, Education for International & Intranational Understanding (EIU), and human resource management. Subsequently, many Malaysian universities began implementing PBL in their curricula in an effort to improve the quality of their education. In collaboration with Aalborg University of Denmark, PBL was introduced at University Tun Hussein Onn Malaysia (UTHM). Since then the PBL was widely used among engineering and as well as humanities lecturers at UTHM (Berhannudin, 2007). In Universiti Malaya, the Bachelor of Medicine, Bachelor of Surgery and Bachelor of Dental Surgery courses included several sessions of problem-based learning in their curriculum as a way of teaching interactions between students.
          What had is Malaysia aim for mathematics curriculum is to develop individuals, who are able to think mathematically, can apply mathematical knowledge effectively and  responsibly in solving problems and making decision. Enable the individual to face challenges in everyday life that arise due to the advancement of science and technology.  Malaysia ministry also wanted pupils to understand definitions, concepts, laws, principles and theorems related to Numbers, Shape and Space, and Relationships of Mathematics. Pupils are encouraged to apply knowledge and skills of mathematics in solning problems and making decision and cultivate mathematical knowledge and skills effectively and responsibly and many others.

 Mathematics curriculum is suitable for secondary pupils if they can apply it well in daily life experience Malaysian students trail their global peers in mathematics and science tests, according to the results of two international benchmarking studies released this week, with secondary scholars also showing a decline from their predecessors.

As what had is Malaysia aim for mathematics curriculum is to develop individuals, who are able to think mathematically, can apply mathematical knowledge effectively and  responsibly in solving problems and making decision. Enable the individual to face challenges in everyday life that arise due to the advancement of science and technology.  Malaysia ministry also wanted pupils to understand definitions, concepts, laws, principles and theorems related to Numbers, Shape and Space, and Relationships of Mathematics. Pupils are encouraged to apply knowledge and skills of mathematics in solving problems and making decision and cultivate mathematical knowledge and skills effectively and responsibly and many others.

Discussion issues on teaching approaches.

Most of student that hate math is because of the way of the teacher teaching, and the environment,  to get the attention and interest of students, teacher-centered approach, student-centered and centered material. statement from the National Council for Teachers of  Mathematics (2000) states that effective teaching requires an environment that  environment, encouraging students to think, question and solve problems. It shows during the teaching and learning of mathematics, teachers have questionnaires with students to get feedback from them either to understand the concept served or not. This is important because mathematics is a subject that requires students to master skills training delivered not only heard only during the process of teaching and learning of mathematics.
                In teaching and learning Mathematics, teachers provide group activities where students need to explore their own the problem is with the guidance of a teacher. It will affect long-term memory of students because students do themselves to obtain a solution of Mathematics. According to Abu Hassan (2006), the activity teaching and learning that has been planned, the teacher should involve students actively to promote the formation of critical thinking, analytical and innovative. Rote learning is learning is not meaningful because this learning is not concerned with understanding mathematical concepts. In addition, teachers can see whether students understand or not instruction imparted by asking students while teaching. This is one a way to attract the attention of students in the P & P mathematics so that students are not passive and complacent. If students show doubt, the teacher will explain step lessons again to ensure that students have mastered the skills. In the end of any lecture, teacher should conclude what they have learn today and give some homework to practice their skill in answering questions.   

Discussion issues on curriculum

From article and news that what I had read, the mathematics curriculum development in Malaysia has undergone some significant changes. Content changes can be viewed to have undergone three distinct phases, such as traditional learning, modern mathematics in process oriented, integrated curriculum holistic in nature.
Science and technology plays a critical role in realizing Malaysia’s aspiration to become a developed nation. Since mathematics is instrumental in the development of scientific and technological knowledge, the provision of quality mathematics education from an early age in the education process is thus important. The Malaysian school curriculum offers three mathematics education programs, namely Mathematics for primary schools, Mathematics and Additional Mathematics for secondary schools.
New subject started in school mainly to promote unity and patriotism, together with further emphasis on science and technical education (Educational Milestones in Malaysia, 2001). The Malaysian school mathematics curriculum aims to develop mathematical knowledge, competency and inculcate positive attitudes towards mathematics among pupils. While the Mathematics curriculum prepares pupils to cope with daily life challenges, the Additional Mathematics curriculum provides an exposure to the level of mathematics appropriate for science and technology related careers. As with other subjects in the secondary school curriculum, Additional Mathematics aims to inculcate noble values and love for the nation in the development of a holistic person, who in turn will be able to contribute to the harmony and prosperity of the nation and its people.
Additional Mathematics is an elective subject offered to the upper secondary school pupils. Beginning 2003, English is used as the medium of instruction for Science and Mathematics subjects. The policy to change the medium of instruction for the two subjects follows a phased implementation schedule and is expected to be completed by 2008. The teaching and learning of Additional Mathematics in English started in 2006. The use of technology in the teaching and learning of Additional Mathematics is greatly emphasized. Additional Mathematics taught in English, coupled with the use of ICT, provide greater opportunities for pupils to improve their knowledge and skills in mathematics because of the richness of resources and repositories of knowledge in English.
Our pupils will be able to interact with pupils from other countries, improve their proficiency in English and thus make the learning of mathematics more interesting and exciting. On behalf of the Curriculum Development Centre, I would like to express much gratitude and appreciation to those who have contributed in one way or another towards this initiative.