From pocket money to cooking: How MOE hopes to make maths less scary

The Malaysian Ministry of Education plans to enhance mathematics education by improving teacher competencies through tailored training and strategic placement of qualified math specialists, as part of the Malaysia Mathematics Education Transformation Plan (RTPMM) 2026-2035.

This initiative includes designating Teacher Education Institutes as mathematics education centers and developing a virtual hub for teaching resources.

The approach aims to foster a mathematically literate generation by integrating mathematics into daily life and encouraging collaboration with universities and industry.

The plan will be implemented in phases to ensure effectiveness and promote student interest, confidence, and understanding of mathematics.

KUALA LUMPUR, Oct 22 — The Ministry of Education (MOE) plans to strengthen the competencies of mathematics teachers through targeted training and the strategic placement of qualified mathematics teachers.

This initiative aims to enhance students’ mastery of the subject and their ability to apply mathematics in daily life.

Deputy director of the Science and Mathematics Sector at MOE’s Curriculum Development Division Dr Aszunarni Ayob said that the Mathematics Teacher Competency Standards – developed under the Malaysia Mathematics Education Transformation Plan (RTPMM) 2026-2035 – will allow for training programmes to be tailored to the specific needs and competency levels of individual teachers.

“Through these standards, we will be able to gauge the competency levels of our teachers, which will then allow us to provide them with targeted training.

“We will not implement a ‘one-size-fits-all’ training programme for all teachers,” she said while as a guest on the Bernama TV programme Ruang Bicara entitled “RTPMM 2026-2035: Nurturing a Mathematically Literate Generation,” here last evening.

She said teachers with expertise in the field will be appointed as ‘Mathematics Specialists’ to mentor their peers.

Furthermore, several Teacher Education Institutes (IPG) will be designated as centres for mathematics education, focusing on teacher training in this specific domain.

Aszunarni said the deployment of teachers specialising in mathematics is being coordinated to ensure their expertise is utilised optimally.

This aligns with the six core pillars of the RTPMM, which encompass governance, curriculum and assessment, teacher competency, co-curricular activities and support, infrastructure, and collaborative networks.

She explained that the understanding of mathematical concepts will be strengthened under the 2027 School Curriculum (KP2027) through a Concrete-Pictorial-Abstract approach.

Meanwhile, the ‘Bilik Darjah Fikrah’ approach encourages students to articulate their problem-solving processes and provide justifications for their answers.

She further mentioned that in secondary schools, emphasis is placed on both calculator-assisted and non-calculator calculations.

This is intended to strike a balance between mental arithmetic skills – such as mental calculation and estimation – and the ability to solve more complex problems.

“As part of the RTPMM, we intend to develop an integrated virtual hub for teaching resources.

“This is designed to facilitate easier access to these materials for both teachers and students.

“This is because we actually possess a wealth of materials, and we aim to integrate these resources into a single platform that is easily accessible to both students and teachers,” she said.

Aszunarni stated that the mathematics education network will also be strengthened through the involvement of universities, agencies, the industry and community, who will share their expertise and demonstrate the application of mathematics across various fields.

She noted that efforts to foster students’ interest and confidence also require the support of school administrators, counsellors, teachers of other subjects and parents.

This includes incorporating mathematical elements into co-curricular activities and daily life — such as managing pocket money or measuring ingredients for cooking.

“In reality, one way to spark their interest in mathematics is to help them understand that mathematics is all around them.

“That is the most important thing.

“We want them to grasp that mathematics is everywhere.

“Only then will they be able to appreciate it, rather than feel afraid of it,” she said.

She added that the RTPMM will be implemented in phases: beginning with the strengthening of foundations and readiness; followed by enhancement and expansion; and finally moving towards consolidation and impact assessment — all with the goal of producing a mathematically literate generation. — Bernama

* Editor’s note: RTPMM stands for Rancangan Transformasi Pendidikan Matematik Malaysia, or the Malaysia Mathematics Education Transformation Plan.

IPG stands for Institut Pendidikan Guru, or the Teacher Education Institutes.

KP2027 stands for Kurikulum Persekolahan 2027, or the 2027 School Curriculum.

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马来西亚教育部计划通过有针对性的培训和合格数学专家的战略性安置来提高教师能力，从而加强数学教育，这是马来西亚数学教育转型计划（RTPMM）2026-2035 的一部分。

这项举措包括将教师教育机构指定为数学教育中心，并建立一个虚拟教学资源中心。

该方法旨在通过将数学融入日常生活并鼓励与大学和工业界合作，培养具有数学素养的一代人。

该计划将分阶段实施，以确保有效性并提高学生对数学的兴趣、信心和理解。

吉隆坡，10 月 22 日讯——教育部计划通过有针对性的培训和合格数学教师的战略性安置，来加强数学教师的能力。

这项举措旨在提高学生对数学的掌握程度以及将数学应用于日常生活的能力。

教育部课程发展司科学与数学部门副主任阿苏纳尼·阿约布博士表示，根据《2026-2035年马来西亚数学教育转型计划》（RTPMM）制定的数学教师能力标准，将允许培训计划根据每位教师的具体需求和能力水平进行调整。

“通过这些标准，我们将能够衡量我们教师的能力水平，从而为他们提供有针对性的培训。”

“我们不会对所有教师实施‘一刀切’的培训计划，”她昨晚在马新社电视台节目“Ruang Bicara”（题为“RTPMM 2026-2035：培养具有数学素养的一代”）中作为嘉宾说道。

她说，将任命在该领域具有专业知识的教师为“数学专家”，以指导他们的同行。

此外，还将指定几所教师教育机构（IPG）作为数学教育中心，重点培养该领域的教师。

阿苏纳尔尼表示，正在协调部署数学专业教师，以确保他们的专业知识得到最佳利用。

这与 RTPMM 的六大核心支柱相一致，这六大支柱包括治理、课程与评估、教师能力、课外活动与支持、基础设施以及合作网络。

她解释说，2027 年学校课程（KP2027）将通过具体-图像-抽象的方法加强对数学概念的理解。

同时，“Bilik Darjah Fikrah”方法鼓励学生阐明他们的解决问题的过程，并为他们的答案提供理由。

她还提到，中学教育既重视使用计算器的计算，也重视不使用计算器的计算。

这样做的目的是为了在心算技能（如心算和估算）与解决更复杂问题的能力之间取得平衡。

“作为 RTPMM 的一部分，我们打算开发一个综合性的虚拟教学资源中心。

“这样做是为了方便教师和学生更容易地获取这些材料。

“这是因为我们实际上拥有丰富的资料，我们的目标是将这些资源整合到一个学生和教师都能轻松访问的平台上，”她说。

阿苏纳尔尼表示，数学教育网络也将通过大学、机构、行业和社区的参与而得到加强，他们将分享专业知识，并展示数学在各个领域的应用。

她指出，培养学生兴趣和自信心的努力也需要学校管理人员、辅导员、其他科目的老师和家长的支持。

这包括将数学元素融入课外活动和日常生活中——例如管理零花钱或测量烹饪食材。

“实际上，激发他们对数学兴趣的一种方法是帮助他们理解数学就在他们身边。”

“这是最重要的事。”

“我们希望他们明白数学无处不在。”

“只有这样，他们才能欣赏它，而不是害怕它，”她说。

她补充说，RTPMM将分阶段实施：首先是加强基础建设和准备工作；其次是完善和扩展；最后是巩固和影响评估——所有这些都是为了培养一代具备数学素养的年轻人。——马新社

*编者注：RTPMM 代表 Rancangan Transformasi Pendidikan Matematik Malaysia，即马来西亚数学教育转型计划。

IPG 代表 Institut Pendidikan Guru，即教师教育学院。

KP2027 代表 Kurikulum Persekolahan 2027，即 2027 年学校课程。

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