Cur r ent Iss ues i n

Ma them ati cal

Educa ti on
By:
Ak Alif Wira Putra Bin Pg Awang (06B0410)
Mufidah Binti Haji Kasim (06B0413)
Introductio n
 Mathematics has been one of the most
important subject in the school curriculum.

 Nearly one quarter of the periods each

week in schools are for mathematics.

 It is widely accepted by educators, teachers

and pupils in schools that mathematics is
difficult to teach and learn.
Introductio n
 Despite the use of modern teaching
methods, the availability of modern teaching
materials and the provision of specialized
training for all teachers, teachers still find in
teaching mathematics because their pupils
have problems in learning it.

 However, there are issues that lead to the

mathematical education
 Current issues that lead to the mathematical
education are:
 Curricular Change in Mathematics in Brunei
 SPN 21 (Sistem Pendidikan Negara Abad ke-
21)
 The use of ICT in Mathematics

 Language problem

 Learning environment
Cur ricu la r
Cha ng e i n
Math em atic s in
Br une i
 In January 2006, a new primary mathematics
curriculum was introduced at the Primary 1 and
Primary 4 in all primary schools in Brunei.
 Mathematics instructions in Brunei has focused too
much on efficient computation and not enough on
mathematical understanding and problem solving.
 Students’ work consisted almost entirely of learning
formulas, algorithms, or procedures without much
attention to why or when it make sense to do so.
 The new curriculum besides having reduced content
load has refocused teachers’ attention to the teaching
of basic skills, problem solving, mental computation,
mathematical thinking and on the development of
attitudes and values.
 There are six features of the new primary
mathematics curriculum:
1. Content reduction
2. Mathematical thinking and problem solving
3. Mental computation and estimation
4. ICT
5. Values in Mathematics
6. Development of concepts and skills through
meaningful activities
1. C ontent reduct ion
 The content has been reduced compared to the
previous one so that the teachers would have more
time to carry out meaningful activities to develop the
children understanding of the concept and ideas.

 This also were taken to ensure that the curriculum

was balanced and well coordinated.

 The one that can provide a solid information for the

competencies and in other discipline to develop
within a reasonably short time.
2. Mathe mati cal Th ink ing and Pro bl em
So lvi ng
 The main objective of the new curriculum is to enable
learners to develop their ability to solve problems both
within mathematics itself and the real life situation.

 Learners must be able to analyze and bring varied

reasoning and problem solving skills in an integrated
manner when solving problems.

 Also the new curriculum has been designed to

provide learners the opportunity to become engaged
with problems that are rich and varied enough to
encourage the developments of these skills.
 3. Me nta l Co mp ut at ion and
Es tima tion
 Mental mathematics is the combination of cognitive
strategies that enhances flexible thinking and number
senses.

 It also provide a foundation for all estimation

processes and offers a variety of alternative
algorithms and non standard techniques for finding
answers to computations.

 The new curriculum also specifies children should

taught a range of mental strategies for quick recall of
the basic number facts.
4. ICT
 Recent advances in technology and the availability of
calculators, graphing calculators, computers and other
technological devices in the classroom have had profound
impact on the mathematics curriculum in terms of content
that can be covered and strategies for teaching and
learning mathematics.
 The new curriculum supports these development by
placing clear emphasis upon the sensible use of ICT in
concept development.
 Suggested opportunities for teachers and learners to use
ICT as they learn particular topic have been included in
the syllabus.
5. Va lue s in Ma the ma tic s
 It is important that learners values mathematics and
appreciate its beauty.
 It can stimulate moments of pleasure and wonder when
the learner solves the problem for the first time and
discovers a more elegant solution to that problem.
 Opportunities have been made available in the new
mathematics for learners to explore patterns and
appreciate the nature of mathematics.
 Teachers are expected to teach mathematics in a
manner that will make the study of mathematics
interesting and promote positive attitudes towards the
subject.
6. De ve lop me nt of co nc ept s a nd
skills thr ou gh me an ing ful
act ivitie s
 Pupils should be actively involved in the learning of
mathematics through the use of variety of
representations.
 The new curriculum recommends that the manipulation
of concrete materials and models should be the starting
point upon which the children can actively build
mathematical ideas.
 Mathematical understanding occurs when the learner is
able to move smoothly from one mode of representation
to another.
 SP N 2 1
(S is tem
Pen di di kan
Ne ga r a a ba d k e-
21
What is SPN 21
 SPN 21 is the acronym for Sistem
Pendidikan Negara Abad Ke-21

 The National Education System for the 21st

Century which has been approved by the
Ministry of Education.

 This system makes provision for several

major educational changes.
When it is Implemented
 In stages:

• Interim (transitional) stage in 2008 for Year 7

[PSR 2007 cohort]

• At the primary level, it will be implemented in

2009 for Year 1 and Year 4

• Full implementation at primary level in 2011

 Why the education system needs to be
changed?
 SPN 21 aims to:
• meet the social and economic challenges of the
21st Century

• realise the Ministry of Education's vision and

mission

• equip students with 21st Century skills

• fulfill the Strategic Themes as outlined in the

Ministry of Education's Strategic Plan (2007-
2011)
 Ra tio nale f or t he
change
 Brunei Vision 2035 By 2035, Brunei Darussalam is
recognised everywhere for:
o The accomplishment of its well-educated and highly
skilled people

o The quality of life

o The dynamic and sustainable economy

• 8 policy directions in the Education Strategy, Brunei

Vision 2035

• Fulfillment of the Ministry of Education's mission

'Provide Holistic Education To Achieve Fullest Potential
For All'
 Comparison with Education Systems and Curricula of various
countries

• Raising students' achievement in the 3 core subjects: English

Language, Mathematics and Science

• Increasing the percentage of students' enrollment into higher

education from 14% to 30% by 2011

• Strengthen proficiency in Bahasa Melayu

• Local researchers and consultants from overseas have

identified certain aspects of the National Education System
that need to be improved

 Local researchers and consultants from overseas have

identified certain aspects of the National Education System
that need to be improved
 What are the benefits of SPN 21
 Greater emphasis on 'character building'
 No retention from Year 1 to Year 10/11 (except
for those with less than 85% attendance
 Multiple pathways to higher education
 Multiple choices of educational programmes
based on students' interests, needs and abilities
 Opportunities to pursue 4-year or 5-year
programmes before sitting for the Brunei-
Cambridge General Certificate of Education 'O'
Level examination
 Continuous and seamless curriculum from
Years 7-10/11
 Acquisition of basic technical, vocational and
business skills that is useful for self-
employment and other career opportunities
 Opportunities for technical and vocational
education in higher institutions
 Special Educational Needs Programme for
students with special needs
 Specialised Education Programme for the
gifted and talented
 Opportunities for acquisition of valuable and
marketable skills
 Improvement in students' achievement
 Improvement in national standards with
benchmarking against international
standards
 Improvement in teaching and learning
standards
How i s th e S ch oo l Cur ricu lum
Org an is ed
a. Key Features:

• Based on Learning Areas and Learning Outcomes

• Specified 8 Learning Areas:

o Languages
o Mathematics
o Science
o Humanities and Social Sciences
o Arts and Culture o Technology
o Islamic Religious Knowledge & Malay Islamic
Monarchy
o Health and Physical Education
 Common curriculum at primary level (Year 1 to Year
6) and secondary level (Year 7 to Year 8)

 Emphasis on essential skills:

o Communication Skills (reading, writing, listening

and speaking)

o Numeracy Skills

o Scientific and ICT Skills

o Problem-Solving Skills (thinking and creativity)

o Work and Study Skills

o Self-Management and Competitive Skills

(entrepreneurship)

o Interpersonal Skills

o Physical Skills

o Aesthetic Skills

o Other 21st Century skills in Digital Age Literacy

Int eg ra tio n o f Cor e Va lue s an d
Att itu de s:

o Self-confidence and self- o Integrity

esteem

o Empathy and o Patriotism

appreciativeness
o Piousness
o Self-reliance and
independence
o Competitiveness
o Tolerance and mutual
respect
o Proactive and vigilance
o Caring, concern and
sensitivity
 What are the subjects offered in SPN 21?
 Subjects being offered from Year 1 to Year 10/11
 Year 1 to Year 3 All students are required to learn all
compulsory core subjects and compulsory complementary
subjects as listed below:
A. COMPULSORY CORE B. COMPULSORY
SUBJECTS COMPLEMENTARY SUBJECTS
Bahasa Melayu Islamic Religious Knowledge

English Language Physical Education

Science Co-curriculum

Mathematics Fine Arts and Technology

o Module 1: ICT
o Module 2: Art and Design
o Module 3: Music and Drama
 Year 4 to Year 6 All students are required to learn all
compulsory core subjects and compulsory complementary
subjects as listed below:

A. COMPULSORY CORE B. COMPULSORY

SUBJECTS COMPLEMENTARY SUBJECTS
Bahasa Melayu Islamic Religious Knowledge
English Language Physical Education
Science Co-curriculum
Mathematics Social Studies

Fine Arts and Technology

o Module 1: ICT
o Module 2: Art and Design
o Module 3: Music and Drama
 In addition, according to Hjh Aishah (2008) during
the second dialogue session about the SPN 21
that took place between the Minister of Education
and school leaders that

..”the ability, competency and effectiveness of

school leaders in leading their schools will be
important during the implementation of the
system, as it would significantly alter the whole
planning, development, and performance at all
levels as well as the educational level.”
 She strongly believed that school leaders are the leading
agents responsible for bringing about success and
continuous excellence, equipped with leadership skills
and able to look forward and "ready to think outside
the box" or "dare to think differently" that every school
leader could shape their school with their own character
and uniqueness.

 The Department of Schools, she added, is aware of the

many issues that still require attention such as efforts of
strengthening the leadership towards the desired
excellence of SPN 21 and that the department needs the
continuous cooperation from all parties involved with the
system.
T he Us e of ICT in
Math em atic s
 The global development of technology in education are
costly and include the introduction of Information and
communications technology (ICT) into the school
curricula and teacher education.
 Many people do not seem to realize that teachers ask
questions, give examples, lecture, guide discussion, drill,
use small groups, individualize instruction, organize
project-based learning, and craft blends of these
teaching practices
 Any improvement in education takes dedication on the
part of teachers, school leadership and parents to
learner-centered education, and for that paradigm shift,
there is much good research to point the way.
 Technology has great potential for raising student
achievement.
 However, a laptop alone will not do it. There are many more
factors that have to be in place.
 If the teacher knows how to use the software and can
model it effectively, then the technology can make an
impact on student understanding and achievement.
 Schools must rise to such challenges of educating all
students to utilize technology effectively and efficiently.
 The fact that some teachers and lecturers in Brunei are
already buying their own laptops and LCD projectors to use
in class shows the usefulness of this technology.
 There are many constraints of high-stakes testing and
examination-oriented curricula, inadequate budgets and
ICT facilities that teachers and students face in schools.
 These and other constraints drive teachers to use ICT in
very instrumental ways, such as presenting lessons
passively and also delivering drill and practice of
examination questions using technology.
 All school teachers in Brunei Darussalam are encouraged
to integrate ICT into the teaching and learning of subjects
across the curriculum in pedagogically sound ways.
 Technology should be used to support learning activities
such as exploration, manipulation and articulation of what
they are learning (speculation, conjecturing, hypothesis
testing, and reflection on what they do).
 ICT teachers help subject teachers with the necessary
technology preparations and resources for lessons with ICT
resources. Subject teachers are learning ICT skills to be
more independent.
 These two groups of teachers share expertise and
experience, and learn from each other
 These two groups of teachers share expertise and
experience, and learn from each other.
 With the availability of technology, there is a danger of
teachers switching from “chalk-and-talk” with “drill-and-
practice” to “show-and-tell” with “interactive drill-and-
practice”.
 Teachers were seen to be doing and explaining. Pupils are
the ones who need the practice and should be the ones
doing, exploring, explaining and communicating creatively.
 Very cleverly, some teachers have been able to combine
various effective strategies in teaching mathematics with
their own resources. Pupils worked (individually, in pairs, or
in threes) on the PCs doing the activities while it was also
being demonstrated on the LCD projection screen
 There could be more open-ended cognitive and
metacognitive tasks and mini-projects/practical investigative
activities that promote meaningful learning and
investigations of the content and processes of mathematics
 Demonstration of concepts with the use of a variety of
verbal, visual and aesthetic stimuli helps children to
comprehend better and challenges them to think (Miller,
Averis, Door & Glover, 2005).
 Computers and technology should take their place as a
natural and powerful part of the teaching and learning
process, affecting both aspects of teaching and learning
in three ways.
 This new technology influences how information is
presented; how students interact both with the medium
and through the medium with the teacher and other
learners; and how knowledge is structured.
 Brumfit (1998) discussed issues of bilingual texts
generating questions about awareness, the relationship
between control and freedom in language learning, the
positive effects of ICT on motivation, and also the close
interaction between the data that we can derive from our
teaching materials and research data that previously had
not been available.
 Multimedia technology offers opportunities for creative
expression and exploration in instructional activities that
integrate mathematics, science and technology

 There is an urgency to monitor the progress and future

development of teachers so that they could share and
enhance their skills and achieve higher levels of
interactivity in their teaching.
Lang ua ge a nd
Math em atic s
Lear nin g i n
Br un ei
LANG UAGE AND
MA THEM AT IC S LEAR NI NG IN
BRUNEI
 The policies within Brunei which encourage
bi-lingualism within education are
applaudable, although the outcome is
perhaps less than would be desired.

 Language issues within maths education in

Brunei Darussalam are probably the most
important factor affecting achievement.
LANGUA GE A ND
MA THEMA TICS LE ARNING
IN BRUNEI
 Significantly, Bruneian pupils do no better
on maths problems posed in Bahasa
Melayu than problems posed in English.

 The language development issues within

mathematics education are true for
achievement of literacy in both English and
Bahasa Melayu.
LANGUA GE A ND
MA THEMA TICS LE ARNING
IN BRUNEI
 With limited English language proficiency,
pupils in Brunei will undoubtedly have
difficulty in trying to understand their
teacher’s explanation in Mathematics.

 Pupils have to learn a number of new

technical terms, for examples; product,
quotient, coordinates, Venn diagram, reflex
angle, cube/cuboid.
LANGUA GE A ND
MA THEMA TICS LE ARNING
IN BRUNEI
 Some of these terms have meanings in
mathematics which are different from
those in daily life. For examples; table,
set.

 Several different terms can be used for

the same operations: e.g. Multiply, times,
find the product of.
LANGUA GE A ND
MA THEMA TICS LE ARNING
IN BRUNEI
 Pupils need to know the meanings of
general vocabulary items in order to
understand a problem. E.g from the PSR:
share equally, pond, flowerbed, to pour,
identical, to lower, respectively,
consequently.

 The syntax of a problem may be too

complex for students to operationa.lise it
LANGUA GE A ND
MA THEMA TICS LE ARNING
IN BRUNEI
 Some key mathematics terms may
indicate different operations. E.g.
Altogether can indicate subtraction as
well as addition.
 Some structures may be used randomly,
e.g:
- How many fewer buckets than Dollah
does Faridah have?
- Kartika has 2 dolls less than Hamizah.
LANGUA GE A ND
MA THEMA TICS LE ARNING
IN BRUNEI
 The problem as stated in the text may
have to be changed around in order to do
the operation. E.g
Kartika has some dolls. Hamizah has
4 dolls. They have 12 dolls altogether.
How many dolls does Kartika have?
 If pupils have been told that the key word
altogether indicates addition, they will
probably get the question wrong.
LANGUA GE A ND
MA THEMA TICS LE ARNING
IN BRUNEI
 A child who lacks the concrete
experiences connected with
mathematical concepts will be unable to
relate using words to experiences he
hasn’t had, and will thus have great
difficulty being involved in any dialogue
with others about the ideas. This will
inhibit concept development
LANGUA GE A ND
MA THEMA TICS LE ARNING
IN BRUNEI
 A child who relies on code-switching to
Malay to understand a mathematical idea in
English, may well imperfectly ‘translate’ the
idea involved in their mind, and vice-versa.

 The child may lack the vocabulary needed

to translate a statement into Malay and back
into English again, or lack comprehension of
the meaning intended in either English or
Malay.
LANGUA GE A ND
MA THEMA TICS LE ARNING
IN BRUNEI
 Whilst translating from English into Malay, the
child may well mis-translate the key logical
words or sentences that in English help unlock
the structure of the question.

 Teachers often use informal, everyday

language in mathematics lessons before or
alongside technical mathematical vocabulary.
LANGUA GE A ND
MA THEMA TICS LE ARNING
IN BRUNEI
 Although this can help children to grasp
the meaning of different words and
phrases, there would be a structured
approach to the teaching and learning of
vocabulary is essential if children are to
move on and begin using the correct
mathematical terminology as soon as
possible.
 Hel pi ng ch ildren to u se
mathemati cal language
correctly
 Encourage children to talk about what they
are doing/ have done and to listen to each
other.
 Model language by describing what children
are doing a you work alongside them. E.g
‘You made the car go straight ahead and
then turn left’
 Value children’s own spontaneous language,
e.g. ‘My shape has three point bits’
Hel pi ng ch ildren to u se
mathemati cal language
correctly
 Extend what children have said in different
words. e.g. ‘Yes, it’s got three corners’
 Set up activities which encourage children
to describe and explain, e.g. ‘Say what
you can feel in the feely bag’
 Encourage children to compare, e.g. ‘How
are these two shapes different?’
Lea r ni ng
Envi r onm en t
LEA RNI NG
EN VI RON MEN T
 The classroom learning environment can
take a physical form such as the color of
the walls, the number of posters, or the
quality of the desks and resources.
 However, the environment also takes a
more important psychological and social
form.
LEA RNI NG
EN VI RON MEN T
 The psychosocial classroom environment
is the psychological and social
relationships which exist between
students, and between students and their
teacher.

 It is frequently different from one class to

another.
LEA RNI NG
EN VI RON MEN T
 Students developed more positive
attitudes towards their mathematics in
classes where the teacher was perceived
to be highly supportive, equitable, place
a strong emphasis on understanding the
work, were involved in investigations,
showed leadership, helping-friendly
behaviour and minimal admonishment of
students.
LEA RNI NG
EN VI RON MEN T
 Pupils showed the greatest cognitive
gains in classes where students
perceived that the teacher emphasized
understanding the work.
 The least cognitive gains occurred in
classes where pupils perceived that the
teacher was dissatisfied, gave them too
much freedom and responsibility, and
where they were involved in
investigations.
LEA RNI NG
EN VI RON MEN T
 Teachers are aware that there is more to
teaching than delivering a syllabus.

 Teachers constantly make judgments

about what questions to ask in class,
about who should answer them, about
when to intervene in discussions, when
to move on or when to slow down, about
when to reprimand, and when to
encourage.
LEA RNI NG
EN VI RON MEN T
 The list could go on and on.
 Teachers are also aware that all classes
are different.
 Even when teachers teach two classes in
the same year level with the same
course, the classes frequently are
different. Each class develops its own
unique learning environment.
LEA RNI NG
EN VI ROME NT
 This environment develops out of the
relationships between the teacher and
his or her students.
 Over time, norms of behaviour are
established, both on the part of the
teacher as well as by the students, as
values and expectations on both sides
become clear.
LEA RNI NG
EN VI ROME NT
 A pattern of behaviour results, based on
the knowledge that students have of their
teacher and visa versa.
 This learning environment may be a very
encouraging one in which students enjoy
their work and feel valued.
 On the other hand it may be discouraging
if the work ethos and satisfactory
relationships are absent.
 LEA RNI NG
EN VI ROME NT
 Research into classroom learning
environments (Fraser, 1986, 1994; Wubbels
& Levy, 1993) is based upon students'
perceptions of their learning environment.

 The premise here is that students' learning

behaviour in class will be largely determined
by the way in which they perceive their
learning environment
LEA RNI NG
EN VI ROME NT
 Classes where pupils perceive that
- they have a high level of cohesion,
- they frequently use investigative
methods,
- they are on task,
- that the class operates equitably

 These pupils show a more positive

attitude towards their mathematics.
LEA RNI NG
EN VI RON MEN T
 In classes where pupils view their teacher
as mostly showing high levels of
Leadership, Helping/Friendly, and
Understanding behaviour, and give high
levels of Student Responsibility and
Freedom
 The pupils have much healthier attitudes
towards their class and enjoy their lessons
more than in classes when the other side of
teacher behaviour is common.
LEA RNI NG
EN VI RON MEN T
 Where teachers show high levels of Strict,
Admonishing, Dissatisfied and Uncertain
behaviour, students do not enjoy their
classes as much and develop more
negative attitudes towards the subject.

 It is also interesting to note that girls see

their teacher's behaviour much more
positively than do boys.
LEA RNI NG
EN VI RON MEN T
 Girls from coeducational classes perceived
statistically significantly more Helping/Friendly
and Understanding behaviour whilst boys
perceived more Uncertain, Dissatisfied,
Admonishing and Strict behaviours.

 Boys see more of the behaviours in their

teachers which are associated with negative
attitudes towards the subject and poorer
results. Girls perceive more of the behaviours
which are associated with more positive
outcomes.
Co nclusion
 The use of Information Communication
Technology (ICT) as a teaching and
learning tool will begin to take a central role
in enhancing the learning process in line
with the new, 21st century national
educational system.

 In keeping abreast with the advances of

ICT, changes will be made to more school
subjects to incorporate the use of ICT
Co nclusion
 The school leaders (principals and headmasters)
and education leaders (deputy academic
principals, senior academic teachers, heads of
subject departments and subjects teachers) also
need to understand their tasks, strengthen their
commitment and work as a team in implementing
their tasks and responsibilities in contributing
towards the effectiveness of SPN 21.
 Concl usi on
 Also the teacher readiness to implement change
where their need in depth training and close on-
site help.
 For this to happen a phased implementation of
new curricular programme should be seriously
considered.
 The definitive test of the effectiveness of change in
mathematics education lies in pupil attainment and
understanding.
CON CL USI ON
 In order to improve the quality of
teaching Mathematics in Primary school,
we need to have high quality and skilled
teachers that have
Ability to explain clearly
To ask intelligent and thought-provoking
questions
To assess pupils’ progress
To manage class effectively
 Pupils developed more positive attitudes
towards their mathematics in classes
when the teacher
perceived to be highly supportive,
equitable,
emphasis on understanding the work,
involved in investigations,
showed leadership,
helping-friendly behavior and
minimal admonishment of students.
 In teaching mathematics to the children, the
teacher have to be aware that not only they
are teaching one subject but they also teach
another subject to them, English.

 Teacher should use simple English words

and explain clearly when teaching in class.

 When pupils having difficulty in

understanding the mathematical concepts,
teacher may use the mother tongue
language to explain the terms.