ASIA

EAST ASIA
XAMER LOISE J. ANGCHANGCO
COUNTRIES EDUCATION SYSTEM MATH CURRICULUM TEACHING STRATEGIES ASSESSMENT AND EVALUATION CHALLENGES AND OPPORTUNITIES PERFORMANCE IN INTERNATIONAL ASSESSMENT (if applicable)
Japanese education provides all children with a high Ministry of Education, Science, and Culture, commonly shortened to Ministry of End of the Tokugawa Period PAPER AND PEN End of the Tokugawa Period - one-room private schools, PISA 2022
quality, well-balanced basic education in the 3-R's, Education (Monbusho) - they revised the latest curriculum standards and has been reading from various textbooks, as well as memorizing and Upper secondary and higher education - usually with one teacher and a group of students of mixed PERFORMANCE IN MATHEMATICS: 5TH (SCORE: 536)
science, music, and art through 9 years of compulsory implemented since April 2002. repeatedly copying Chinese characters and Japanese entrance exam (University admission is ages and abilities PERFORMANCE IN READING: 3RD (SCORE: 516)
schooling. script. determined largely by highly competitive PERFORMANCE IN SCIENCE: 2ND (SCORE: 547)
Children in Japan are introduced to many concepts such as decimals, fractions, and examinations open to all applicants nationwide) Ochikobore (fallen to the bottom)
1603 - Commoner education was generally more geometric figures earlier than their American counterparts. Accuracy in computation is The lesson study (jugyo kenkyu) process Demanding curriculum causes some students to fall behind In mathematics, the main topic of PISA 2022, 15-year-olds in score 536
practically oriented. It centered around providing basic stressed more than the ability to estimate. More emphasis is placed on geometry, ratios, Striving to improve the quality of education, teachers Assessment During lessons the class. A demanding curriculum and the small amount of points compared to an average of 472 points in OECD countries.
training in reading, writing, and arithmetic, emphasizing the proportions, and reading charts than in most American elementary schools. conduct research during daily classes by repeatedly Classroom lessons mainly involve whole-class remedial attention in school are not the only causes of
use of the abacus and calligraphy. Much of this education researching instructional materials, holding classes, and instruction and the chief means of assessment ochikobore. As in all countries, there are diverse reasons On average, 15-year-olds score 516 points in reading compared to an
was conducted in so-called temple schools (terakoya). OUTLINE OF TEACHING CONTENTS FOR ELEMENTARY SCHOOL MATHEMATICS reflecting on their instruction. is teacher observation. An assessment of why some children have difficulty keeping up with their average of 476 points in OECD countries.
Number and Computation classroom instruction is the main objective but schoolwork. Differences in intellectual ability, family
Meiji period (1868-1912) to World War II - Public Quantities and Measurements Soaking Method if observations of each student are environment, and personality characteristics are among the In Japan, the average performance in science of 15-year-olds is 547 points,
schooling was systematically introduced throughout the Geometrical Figures The Japanese folk pedagogy is the “soaking” model which accumulated, the results of the assessment will familiar factors which account for the variation in academic compared to an average of 485 points in OECD countries.
country. It was open to girls as well as boys and to lower as Mathematical Relations focuses more on learning because the responsibility for become information for the summative achievement. The lack of individualization of instruction
well as upper classes. learning is not with the teacher but on the learner. The evaluation of each student. compounds the plight of the slow learner or those with other In Japan, 88% of students attained at least Level 2 proficiency in
OUTLINE OF TEACHING CONTENTS FOR LOWER SECONDARY SCHOOL child's motivation is of primary importance for learning. scholastic problems. Although some teachers do provide mathematics, significantly more than on average across OECD countries
Postwar Era - introduction of the 6-3-3 grade structure; the MATHEMATICS Assessment of concept formation in the individual assistance outside of class time for the slowest (OECD average: 69%). At a minimum, these students can interpret and
revision of curriculum and textbooks, including the abolition Numbers and Algebra Group Activities whole class learners, the burden of remedial education falls directly on recognize, without direct instructions, how a simple situation can be
of moral education courses (which had become highly Geometry Teachers attempt to foster group cohesion and a strong In whole-class instruction, students' different the family. represented mathematically
nationalistic in the decade leading to the war); reforms in Mathematical Relations group spirit by avoiding overt recognition of differences in ways of thinking can be used to form a concept
the writing system; the establishment of coeducation; the individual ability and minimizing one-against-one from different points of view. It is crucial, School Violence Some 23% of students in Japan were top performers in mathematics,
introduction of university-based teacher education; and OUTLINE OF TEACHING CONTENTS FOR UPPER SECONDARY SCHOOL competition. Daily life in a Japanese classroom requires however, first to formulate a problem situation In Japan, "school violence" usually means violence directed meaning that they attained Level 5 or 6 in the PISA mathematics test
support for equal access to higher education. MATHEMATICS considerable mutual assistance and adaptation of individual in which every student can have some success against teachers, student violence against other students, (OECD average: 9%). At these levels, students can model complex
Every student is required to take either Mathematics 1 or Basic Mathematics: views and interests to group goals and standards of in and vandalism. It rarely includes teacher violence against situations mathematically, and can select, compare and evaluate appropriate
Japan's education system today has its legal basis in behavior. finding some solution methods(s). After students. problem-solving strategies for dealing with them.
the post-world War II Japanese Constitution and Mathematics 1 students exhibit their ways of thinking, the
national laws. Equation and Inequalit Motivation teacher should classify them to form a concept. Meritocracy - an orientation toward viewing education in TIMSS 2019 International Results in Mathematics and Science
Quadratic Function Teacher believe that the desire to learn--like character the service of national development as well as of personal
Structure of the levels of institutions: Geometry and Measurement itself--is something which can be shaped by teachers and Assessment during discussion benefit. In Japan, your credentials matter MATHEMATICS (4TH GRADE)
influenced through the school environment. Students are Discussion between students and the teacher INTERNATIONAL MATHEMATICS ACHIEVEMENT (AVERAGE SCALE
JAPAN Preschools (yochien) and daycare centers (hoikuen). Basic Mathematics unceasingly taught and urged to "do their best," in groups is usually undertaken after students individually FOR TEACHER SCORES) - 5TH (SCORE: 593)
DEVELOPED Mathematics and human activities and as individuals. A major method of motivating students tackle a problem. In the discussion, students JUKU TEACHING - part-time proposition, but many juku
6-year elementary schools (shogakko), Mathematical considerations in our society is the encouragement of group activities, which are can see firsthand that different opinions among employ some full-time teachers. In many cases, it is the MATHEMATICS (8TH GRADE)
Everyday statistics believed to be more enjoyable for students than solitary them exist and can then recognize concepts more senior and experienced full-time teachers who teach INTERNATIONAL MATHEMATICS ACHIEVEMENT (AVERAGE SCALE
3-year lower secondary schools (sometimes called endeavor. more deeply. The teacher's questions and the critical examination preparation classes or the courses SCORES) - 4TH (SCORE: 594)
middle school, chugakko)--corresponding to junior high The following vourses form two optional sequences: observations together promote the discussion in a juku's particular specialty. A juku's faculty and
school in the United States, Mathematics 2 Cooperative activities reputation are strong drawing cards. Some apparently SCIENCE (4TH GRADE)
Eqquation of higher degree Students are encouraged to accommodate themselves to Assessment After Lessons prefer employment in juku. Others may have been INTERNATIONAL SCIENCE ACHIEVEMENT (AVERAGE SCALE
3-year upper secondary schools (sometimes called Geometry and equations the activities others around them. Great emphasis is placed Essentially, there should be consistency in unsuccessful in securing a regular teaching position. SCORES) - 4TH (SCORE: 562)
high school, kotogakko)--corresponding to senior high in Logarithmic functions, exponential functions, on social development and training in proper habits and assessment from during the lesson to after the
the United States, schools for the handicapped (various Basic Calculus attitudes. lesson. The evaluation is carried out according OPEN SYSTEM - faculties or departments in universities SCIENCE (8TH GRADE)
terms are used depending on the type of school), to students' ways of mathematical thinking, other than colleges of education, and institutions without INTERNATIONAL SCIENCE ACHIEVEMENT (AVERAGE SCALE
Mathematics A Little Repetion or review which were found on their worksheets. colleges of education, even junior colleges, can develop SCORES) - 3RD (SCORE: 570)
4-year colleges and universities (daigaku), many of Plane Geometry Japanese arithmetic textbooks are succinct and provide and offer teacher preparation programs.
which also have graduate programs, Sets and logic little repetition or review. Concepts and skills are typically Open-end Approach
Probability presented only once. The emphasis is placed on proper Open-ended assessment items encourage The following examples of annual salaries, allowances,
2-year junior colleges (tanki daigaku), technical initial instruction and elaboration by the teacher. students to demonstrate their under- standing and bonuses according to the 1985 schedule clearly
colleges (koto senmon gakko) offering 5- and 5 1/2 year Mathematics 3 (or lack of understanding) in creative and illustrate the effect of seniority:
technical programs, which span the upper secondary and Limit Textbook Lectures informative ways.
2-year college levels, Differential calculus The teacher's main concern is to cover the prescribed A newly employed unmarried 23-year-old teacher with no
Integral calculus material thoroughly. Instruction in most subjects is teacher- dependents:
Special training schools (senshu gakko) offering centered and takes place in a straightforward manner, 2.5-2.9 million yen ($15,600-$18,100)
vocational training at both the upper secondary and 2-year Mathematics B usually through lectures and use of the chalkboard.
college level, and miscellaneous schools (kakushu Numbers sequences Students are frequently called on for answers and A 40-year-old head teacher with a spouse and two children:
gakko) offering practical or vocational courses. Vectors recitation. They stand to respond. 5.3-5.8 million yen ($33,100-$36,200)
(Note: This is the most variable institutional category, Statistics andd computers
embracing diverse subjects for varying lengths of time at In teaching mathematics, teacher emphasizes the ideas of: A 55-year-old principal with a spouse and no dependent
the upper secondary or postsecondary levels.) Mathematics C Learn by doing mathematical activities, connect children:
Matrices mathematical with daily life situation, make use of 7.8-8.7 million yen ($48,800-$54,400)
Curves and algebraic expression soroban (abacus), calculators, and computers when
Probability solving problems
 Modeled after the UK education system. Education is free LEARNING UNITS OF PRIMARY MATHEMATICS CURRICULUM (P1-P3) Memorization and a didactic approach to teaching (by Practiced diversified modes of assessment Shortage of teachers, unequal distribution of resources PISA 2022
and compulsory in primary and junior secondary school. Number 1999) (such as classroom observation, and differences in education opportunities PERFORMANCE IN MATHEMATICS: 4TH (SCORE: 540)
Independent schools (including the English Schools Measures The need for ne skills became increasingly urgent for Hong questioning, open-ended questions, PERFORMANCE IN READING: 11TH (SCORE: 500)
Foundation (ESF) and international schools) follow the U. Shape and Space Kong because of this the curriculum focused on rote exploratory tasks and projects) for improving Meduim of Instruction PERFORMANCE IN SCIENCE: 7TH (SCORE: 520)
S., U.K, I.B. or other overseas curriculum. Data Handling learning and teacher-led approach which is the teacher learning and teaching Cultural context neglected ethnic minority students in the
Further Learning Unit (Inquiry and Investigation) controls the learning and not the student. Education system. Language is becoming a barrier to In mathematics, the main topic of PISA 2022, 15-year-olds in score 540
The education system in Hong Kong is publicly funded. Teacher use suitable assessment tools, such reaching equal education opportunities points compared to an average of 472 points in OECD countries.
All 12 years of education, from primary to senior secondary LEARNING UNITS FOR PRIMARY MATHEMATICS (P4-P6) Active Enagagement (21st century) as Learning Progression Framework (LPF)
school (ages 6 through 18), is free for students attending Number Teacher practice active engagement to their students and Student Assessment Repository Inequality in Education On average, 15-year-olds score 500 points in reading compared to an
public schools. Algebra where the goals are focused on creative, interactive (STAR) to facilities assessment for learning The current contradiction in Hong Kong’s educational average of 476 points in OECD countries.
Measures classrooms where it enabled students to demonstrate and assessment as learning. reform helps some children move up but keeps others on
Hong Kong schools represent a hybrid of British and Shape and Space understanding through the use of real-life situations as part lower tracks and socializes them to blame for their own lack In Hong Kong (China), the average performance in science of 15-year-olds
Chinese educational traditions. Data Handling of the instructional process. PAPER AND PEN of success to themselves. is 520 points, compared to an average of 485 points in OECD countries.
Further Learning Unit (Inquiry and Investigation) Single gateway exam—the Hong Kong
Education Bureau (EDB), led by the Secretary for Learning to Learn Diploma of Secondary Education (HKDSE)—at Struggling Students More students in Hong Kong (China), than on average across OECD
Education - responsible for the development, review, LEARNING UNITS FOR JUNIOR SECONDARY MATHEMATICS Teacher practice different teaching strategies to cater the the end of upper secondary school. The EDB provides additional funding to support struggling countries, were top performers (Level 5 or 6) in at least one subject. At
and implementation of education policies, programs, Number and Algebra goals of the new curriculum such as collaboration, problem HKDSE is administered by the Hong Kong students, defined as those who are two or more years the same time a larger proportion of students than on average across OECD
and legislation for pre-primary through post-secondary Measures, Shape and Space solving as well as Values and attitudes such as Examinations and Assessment Authority behind in at least two out of three core subjects: Chinese, countries achieved a minimum level of proficiency (Level 2 or higher) in all
education Data Handling perseverance and responsibility. (HKEAA). English, and mathematics. Struggling students are three subjects.
Further Learning Unit (Inquiry and Investigation) identified by teachers using the EDB-developed Learning
Primary - 6 years (ages 6-12) In-and-out-of-classroom Learning Achievement Measurement Kit. In Hong Kong (China), 86% of students attained at least Level 2
Junior Secondary - 3 years (ages 12-15) LEARNING UNITS OF THE COMPULSORY PART OF SENIOR SECONDARY Teacher allows the student to explore and enter proficiency in mathematics, significantly more than on average across
Senior Secondary - 3 years (ages 15-18) MATHEMATICS extracurricular activities outside the school. FOR TEACHERS OECD countries (OECD average: 69%). At a minimum, these students can
Advanced Level - 2 years Number and Algebra Since 1997 - when Hong Kong gained independence from interpret and recognize, without direct instructions, how a simple situation can
HONG KONG
Undergraduate Education - 4 years Measures, Shape and Space Experential Learning Britain, it has dramatically expanded its teacher workforce, be represented mathematically
DEVELOPED
Master - 1-2 years Data Handling Teachers practice strategies that allows the student to have raising requirements gradually and providing supports to
Doctorate - 2-4 years Foundation Knowledge a life-wide learning allowing them to learn by experience. train teachers in the new curriculum. Most recently, Hong Some 27% of students in Hong Kong (China) were top performers in
Calculus Kong has updated the professional competencies for mathematics, meaning that they attained Level 5 or 6 in the PISA
Statistics teachers and school leaders and established a professional mathematics test (OECD average: 9%). At these levels, students can model
Further Learning Unit (Further Application and Inquiry and Investigation) ladder for educators. complex situations mathematically, and can select, compare and evaluate
appropriate problem-solving strategies for dealing with them.
Salary from HK$34,060 – HK$65,875 (£3,420 - £6,614)
per month (Primary) TIMSS 2019 International Results in Mathematics and Science
Salary from HK$34,060 – HK$79,135 (£3,420 - £7,946)
per month (Secondary) MATHEMATICS (4TH GRADE)
INTERNATIONAL MATHEMATICS ACHIEVEMENT (AVERAGE SCALE
SCORES) - 2ND (SCORE: 602)

MATHEMATICS (8TH GRADE)

INTERNATIONAL MATHEMATICS ACHIEVEMENT (AVERAGE SCALE
SCORES) - 5TH (SCORE: 578)

SCIENCE (4TH GRADE)

INTERNATIONAL SCIENCE ACHIEVEMENT (AVERAGE SCALE
SCORES) - 15TH (SCORE: 531)

SCIENCE (8TH GRADE)

INTERNATIONAL SCIENCE ACHIEVEMENT (AVERAGE SCALE
SCORES) - 17TH (SCORE: 504)
 Ministry of Education - regulates all aspects of the 1950 - first framework of mathematics was issued and revised in 1956 and 1963 Teacher-led’ approach - teachers’ expertise makes them Meritrocacy - an orientation toward viewing education in CHINESE TAIPEI
educational system in mainland China, including 1963 version - unaltered for 13 years due to political factors including the Cultural the most important person in the classroom and gives them PAPER AND PEN the service of national development as well as of personal PISA 2022
compulsory basic education, vocational education, and Revolution (1966-1976) higher status than their students. This makes the teacher Primary Level - must pass Chinese and math benefit. In China, your credentials matter. PERFORMANCE IN MATHEMATICS: 3RD (SCORE: 547)
tertiary education. 1978 version - unaltered for 15 years during social and economical changes took place an authoritative figure who is the sole source of subject- to graduate PERFORMANCE IN READING: 5TH (SCORE: 515)
inside China. specific knowledge. Public Exam for Senior High School - Education System of China is like a stuffed duck that PERFORMANCE IN SCIENCE: 4TH (SCORE: 537)
After 40 years of development, China has achieved the 1999 - State Ministry of Education published EDP (The Education and Development Zhongkao emphasizes the regurgitation of outdated knowledge and
goal of the 9 year compulsory education Program for 21st Century) for the design of a new modernized curriculum system and Rote learning, repetition and note taking -Teachers National College Entrance Examinations leaves students lacking in language skills and practical In mathematics, the main topic of PISA 2022, 15-year-olds in score 547
standard for primary and secondary education at the beginning of the 21st century. therefore use a systematic approach to planning and (NCEE) - Gaokao (high test) experience — attributes employers are look for in a global points compared to an average of 472 points in OECD countries.
The language of instruction is Mandarin Chinese with the delivering information-packed lessons to students who market place.
exception of the primary schools that mainly admit ethnic MATHEMATICS CONTENT FOR 6-YEAR (COMPULSORY) ELEMENTARY SCHOOL: passively receive information. Focusing almost entirely on Performance Assessment On average, 15-year-olds score 515 points in reading compared to an
minority students. Numbers and Operations the teacher, this approach requires few classroom Too much emphasis on test average of 476 points in OECD countries.
Measurements resources and allows for little to no student engagement. Five-in-one Evaluation The Chinese education system "basically ignores children’s
Kindergarten - 3 years (ages 3-6) Basic Algebra uniqueness, interests and passion, which results in In Chinese Taipei, the average performance in science of 15-year-olds is
Elementary - 6 years (ages 6-12) Basic Geometry Technology Integration Self Evaluation: HEIs autonomously set up homogenization. It forces them to spend almost all the time 537 points, compared to an average of 485 points in OECD countries.
Junior High School (Also known as chuzhong (初中) - 3 Basic Application of Mathematics Teacher integrate mathematics with modern informatics internal QA system and implement self- preparing for tests, leaving little time for social and physical
years (ages 12-15) technology assessment, by which HEIs release quality activities. Average 2022 results were up compared to 2018 in mathematics,
Senior High School (gaozhong 高中） or Vocational MATHEMATICS CONTENT FOR 3-YEAR (COMPULSORY) JUNIOR SCHOOL reports to the public and carry out the external reading and science.
School (zhongzhuan 中专) - 3 years (15-18) Algebra Independent Investigation and Cooperation evaluation. Teen Suicides
Vocational Schools/Colleges - 3 years Equation and Inequalities Teacher practice the student to explore on their own and In May 2014, China’s state media published research that When considering all results observed in PISA over 18 years (2006-2022),
General Universities - 4 years; 5/6 years for certain Sequences and Series also foster collaboration through group activities Institutional Evaluation: The categorized places much of the blame for teen suicideon the country’s the 2022 results are among the highest ever measured by PISA in
majors) Geometry evaluation at the institutional level conducted cutthroat test-oriented education system. The Wall Street reading and science. In mathematics, results fluctuated somewhat over this
Probability and Statistics by QA agencies within the statutory mandate of Journal reported: “Suicide has been an increasing problem period, with no clear direction, and are close to the historic average in 2022.
Higher technical/vocational education is available at the the government, including eligibility evaluation in China, with state media calling it the leading cause of
zhuanke (专科) level, which require two or three years of MATHEMATICS CONTENT FOR SENIOR SCHOOL: and audit, aiming to guide the HEIs to establish death for people between the ages of 15 and 34. Over the most recent period (2018 to 2022), the gap between the highest-
full-time post-secondary study. It is possible for graduates Functions a proper standing and orientation and develop scoring students (10% with the highest scores) and the weakest
of higher vocational education programs at the zhuanke Sets Theory with distinctive features. Poor Education in Rural Areas students (10% with the lowest scores) widened in mathematics, while it
level to obtain a "benke 本科" degree (Bachelor’s Trigonometry Experts say the disparity between rural and urban did not change significantly in reading and science. In mathematics, high-
degree) certificate through an upgrading program, but in a Vectors, Coordinate Geometry Program Accreditation & Evaluation: The educational standards is one reason why the proportion of achievers became stronger, while performance did not change significantly
limited number of fields. Space Geometry accreditation and evaluation at programmatic rural students in universities — particularly the top ones — amongst low-achievers.
Complex Numbers level carried out by accrediting bodies which is falling rapidly.
Free tuition - Grades 1-9 Analysis represent ‘the profession’, aiming to promote In Chinese Taipei, 85% of students attained at least Level 2 proficiency in
Urban schools - financed by the state Series the industry’s in-depth participation in FOR TEACHERS: mathematics, significantly more than on average across OECD
CHINA Rural school - depend more heavily on their own financial Probability professional education and increase the fitness countries (OECD average: 69%). At a minimum, these students can
DEVELOPED resources of student training for social demand. Teaching at a University interpret and recognize, without direct instructions, how a simple situation can
The most common route for foreign teachers in China is to be represented mathematically (e.g. comparing the total distance across two
Regular Monitoring of Status Data: Based on teach at a university. Universities in China are constantly alternative routes, or converting prices into a different currency).
the National Database of Basic Educational looking for highly skilled and experienced foreign teachers
Status of HEIs, regular monitoring of HEIs to add to their staff and enhance their internationalization Some 32% of students in Chinese Taipei were top performers in
quality can be implemented; the core data of efforts. mathematics, meaning that they attained Level 5 or 6 in the PISA
HEI’s educational status and National Reports mathematics test (OECD average: 9%). At these levels, students can model
on Quality Monitoring and Evaluation (blue Teaching at a Private School or Language Center complex situations mathematically, and can select, compare and evaluate
papers) are published on basis of objective Private schools and language centers in China provide an appropriate problem-solving strategies for dealing with them.
data and facts. excellent platform for foreign teachers to teach English or
other foreign languages. These institutions are often more TIMSS 2019 International Results in Mathematics and Science
International Evaluation: The evaluations are flexible than universities and may offer more teaching hours
implemented in accordance with international with less bureaucracy. MATHEMATICS (4TH GRADE)
standards and procedures by high-level INTERNATIONAL MATHEMATICS ACHIEVEMENT (AVERAGE SCALE
overseas evaluators or international QA The average monthly salary of foreign teachers in SCORES) - 4TH (SCORE: 599)
agencies. China ranges from 14,000 to 21,000 RMB (USD 2,500-
3,400). MATHEMATICS (8TH GRADE)
Highly experienced teachers who work in prestigious INTERNATIONAL MATHEMATICS ACHIEVEMENT (AVERAGE SCALE
schools can negotiate a salary of 22,000 to 32,000 RMB SCORES) - 2ND (SCORE: 612)
(USD 3,500-5,000) per month, but this usually requires
several years of teaching experience, and the role to be SCIENCE (4TH GRADE)
offered in one of China’s major cities. INTERNATIONAL SCIENCE ACHIEVEMENT (AVERAGE SCALE
SCORES) - 5TH (SCORE: 558)

SCIENCE (8TH GRADE)

INTERNATIONAL SCIENCE ACHIEVEMENT (AVERAGE SCALE
SCORES) - 2ND (SCORE: 574)

SOUTHEAST ASIA

COUNTRIES EDUCATION SYSTEM MATH CURRICULUM TEACHING STRATEGIES ASSESSMENT AND EVALUATION CHALLENGES AND OPPORTUNITIES PERFORMANCE IN INTERNATIONAL ASSESSMENT (if applicable)
 • Pre – School (2 years)
• Kindergarten
• Primary School (6 years)
-Level One (Year 1 to 3)
-Level Two (Year 4 to 6)
• Secondary School (5 years)
-Lower Secondary (Form 1 to 3)
-Upper Secondary
(Form 4 to 5)
• Pre-University (Form 6)
• Tertiary Education
• Post-graduate programmes
• Polytechnics
MALAYSIA
DEVELOPING
SPIRAL METHOD
• Numbers
• Measurement
• Shapes and Space
• Statistics
• Relationships
NUMBERS
perform mathematical operations and solve problems involving whole numbers up to
100,000; compare, express equivalent fractions, and add and subtract proper fractions
with denominators up to 10; write decimals, convert fractions to decimals, perform
mathematical operations, and solve problems involving a maximum of two decimal places;
and write values, perform mathematical operations, and solve problems involving money
up to RM10000 (RM, Malaysian Ringgit, is the national currency)
MEASUREMENTS
understand time, including the 12 hour system, perform mathematical operations, and
solve problems involving units of time and the calendar; measure length, mass, and
volume of liquid in metric units; calculate unit conversions; perform mathematical
operations; and solve problems involving length, mass, and volume of liquid
SHAPES AND SPACE
identify two- and three-dimensional shapes; calculate perimeter, area, and volume; and
solve problems involving perimeter, area, and volume of squares, rectangles, cubes, and
cuboids
In Malaysia, math education often emphasizes a
combination of traditional teaching methods such as
lectures, textbooks, and rote memorization, along with
more modern approaches like problem-based learning,
group work, and technology integration. The curriculum
typically follows the guidelines set by the Ministry of
Education and incorporates elements of both theoretical
understanding and practical application. Additionally, there’
s a growing emphasis on fostering critical thinking skills and
promoting active engagement in the learning process
through activities like hands-on experiments and real-world
problem-solving tasks.
In Malaysia, math education often emphasizes
a combination of traditional teaching methods
such as lectures, textbooks, and rote
memorization, along with more modern
approaches like problem-based learning, group
work, and technology integration. The
curriculum typically follows the guidelines set
by the Ministry of Education and incorporates
elements of both theoretical understanding and
practical application. Additionally, there’s a
growing emphasis on fostering critical thinking
skills and promoting active engagement in the
learning process through activities like hands-
on experiments and real-world problem-solving
tasks.
Challenges in math education in Malaysia include ensuring
equitable access to quality education across diverse
socioeconomic backgrounds, addressing teacher shortages
and professional development needs, adapting curriculum
and teaching methods to cater to diverse learning styles
and abilities, and integrating technology effectively into the
classroom.
Opportunities include leveraging technology to enhance
learning experiences, promoting collaboration among
educators and stakeholders to share best practices and
resources, exploring innovative teaching methods such as
gamification and inquiry-based learning, and fostering
partnerships with industry and academia to bridge the gap
between classroom learning and real-world applications.
Additionally, there's an opportunity to emphasize the
importance of math literacy and critical thinking skills in
preparing students for the demands of an increasingly
complex and technology-driven world.
In international assessments such as TIMSS (Trends in International
Mathematics and Science Study) and PISA (Programme for International
Student Assessment), Malaysia's performance in math has shown some
areas of improvement but also some challenges.
Historically, Malaysia's performance in these assessments has been mixed.
While there have been instances of improvement and commendable scores
in certain areas, overall, Malaysia has often fallen below the average
performance of participating countries in both TIMSS and PISA.
Some factors contributing to Malaysia's performance include disparities in
educational resources and quality between urban and rural areas, variations
in teaching quality and methods across schools, and the need for greater
emphasis on critical thinking and problem-solving skills in the curriculum.
However, Malaysia has recognized the importance of these international
assessments as benchmarks for evaluating its education system and has
been taking steps to address areas of weakness. Efforts include curriculum
reforms, teacher training programs, and initiatives to improve access to
quality education for all students.
Continued focus on these areas, along with targeted interventions to address
specific challenges identified in international assessments, will be crucial for
Malaysia to further improve its performance in math education on the global
stage.

STATISTICS
extract and interpret information from pictographs and bar graphs

High-School

NUMBERS
SHAPES AND SPACE
RELATIONSHIP

Thailand can be categorized into three types: The learning standards for each area are divided into Interactive Teaching Authentic assessment Challenges: TIMSS assessments, Thailand's performance in mathematics has shown
the following strands: Inquiry-based Learning Formative assessment both strengths and areas for improvement:
Formal education Differentiated Instruction Summative Assessment Teacher Quality
Two levels: Basic Education and Higher Numbers and Operations Cooperative Learning Holistic Evaluation Resource Allocation PISA: In the latest PISA assessment, conducted in 2018, Thailand's
Education Measurement Technology Integration Standardized Testing Equity and Access performance in mathematics was below the OECD average. Thai
Geometry Assessment for Learning Feedback and Reflection Student Engagement studentsscored significantly lower than students from many other countries,
Nonformal education Algebra Curriculum Allignment indicating a need for improvement in mathematics education outcomes.
Data Analysis and Probability
THAILAND
Informal education Mathematical Skills and Processes Opportunities TIMSS: Thailand has participated in TIMSS assessments at various
DEVELOPING
grade levels. In the most recent TIMSS assessment, conducted in 2019
Educational Reforms at the fourth and eighth grades, Thailand's performance in mathematics
Cross-Disciplinary Connections showed improvement compared to previous assessments. However,
Professional Development there is still room for further improvement to reach the levels of the
Educational Technology Integration highest-performing countries.
Lifelong Learning Opportuninties
Inclusive Education Practice
Civic Education and Citizenship
 • Pre-School NUMBERS Mathematics teaching strategies in Indonesia can vary • Written exams: Teachers administer regular CHALLENGES Indonesia's performance in international assessments such as TIMSS
• Primary Education (6 years) based on factors such as grade level, curriculum, and written exams to assess students' (Trends in International Mathematics and Science Study) and PISA
• Junior High School (3 years) • Whole Numbers individual teacher preferences. understanding of mathematical concepts, • Limited resources: Many schools in Indonesia lack (Programme for International Student Assessment) has varied over the years.
• Senior High School (3 years) • Fractions and Decimals problem-solving skills, and ability to apply sufficient resources such as textbooks, technology, and
• Vocational • Integers 1. Problem-Based Learning (PBL): Teachers often use formulas and techniques. classroom materials, which can hinder effective teaching In TIMSS, which assesses mathematics and science achievement of students
• Higher Education • Ratio, Proportion and Percent PBL to engage students in solving real-world problems that and learning of mathematics. at the fourth and eighth grades, Indonesia's performance has generally been
• Roman Numerals require mathematical reasoning and application of • Homework assignments: Students are below the international average. Factors contributing to this include disparities
concepts. This approach encourages critical thinking and given regular homework assignments to • Overcrowded classrooms: Some classrooms in Indonesia in educational resources, quality of instruction, and curriculum implementation
GEOMETRY AND MEASUREMENTS collaboration among students. practice mathematical problems and reinforce are overcrowded, making it challenging for teachers to across different regions of the country.
learning outside of the classroom. Teachers provide individualized attention and support to each
• Lines and Angles 2. Hands-On Activities: Incorporating hands-on activities, assess these assignments for accuracy and student. Similarly, in PISA, which assesses 15-year-old students' reading,
• Measurement such as manipulatives and interactive games, helps completeness. mathematics, and science literacy, Indonesia's performance has also been
• Two and Three Dimensional Shapes students visualize abstract mathematical concepts and • Language barriers: In some regions, students may have below the OECD (Organisation for Economic Co-operation and Development)
• Congruence and Similarity reinforces learning through experiential practice. • Class participation: Teachers observe difficulty understanding mathematical concepts taught in average. Challenges such as socio-economic disparities, inadequate
• Symmetry and Transformations students' participation in class discussions, Bahasa Indonesia if it is not their primary language, leading infrastructure, and teacher quality have impacted students' performance in
3. Collaborative Learning: Group work and collaborative group activities, and presentations to evaluate to learning barriers. these assessments.
learning activities are commonly used to encourage peer- their engagement, communication skills, and
ALGEBRA to-peer teaching, discussion, and exploration of ability to explain mathematical concepts. • Socio-economic disparities: Socio-economic disparities
mathematical concepts. This fosters a supportive learning among students can impact their access to educational
• Patterns environment and enhances students' communication skills. • Projects: Teachers assign mathematical resources and support, leading to unequal learning
• Algebraic Expressions projects or research tasks that require students opportunities in mathematics.
• Equations and Formulas 4. Use of Technology: Teachers leverage educational to apply mathematical concepts to real-world
technology, such as interactive whiteboards, educational situations. They evaluate students' ability to • Curriculum alignment: Ensuring that the mathematics
DATA MANAGEMENT software, and online resources, to supplement traditional analyze data, draw conclusions, and present curriculum aligns with international standards while also
teaching methods and provide interactive learning their findings. addressing the needs and cultural context of Indonesian
• Data Collection experiences. students can be a challenge for mathematics teachers.
• Organization • Quizzes: Teachers conduct regular quizzes
5. Differentiated Instruction: Recognizing the diverse to assess students' understanding of specific OPPORTUNITIES
INDONESIA learning needs of students, teachers often employ topics or concepts covered in class.
DEVELOPING differentiated instruction techniques to tailor their teaching • Professional development: Mathematics teachers have
approach based on students' abilities, interests, and • Oral assessments: Some teachers may opportunities to participate in professional development
learning styles. conduct oral assessments or interviews to programs and workshops to enhance their teaching
evaluate students' understanding of strategies, content knowledge, and classroom management
6. Formative Assessment: Teachers use formative mathematical concepts and their ability to skills.
assessment strategies, such as quizzes, polls, and explain problem-solving processes verbally.
classroom observations, to monitor students' progress, • Technology integration: The increasing availability of
identify areas of difficulty, and provide timely feedback for • Peer assessment: Teachers may incorporate technology, such as educational software and online
improvement. peer assessment activities where students resources, provides opportunities for mathematics teachers
evaluate each other's work or presentations to integrate technology into their lessons to enhance
7. Scaffolding: Teachers provide structured support and based on predetermined criteria. student engagement and understanding.
guidance to help students gradually develop their
understanding of mathematical concepts. This involves • Collaborative learning communities: Teachers can
breaking down complex problems into smaller, more collaborate with colleagues, participate in teacher networks,
manageable tasks and offering support as needed. and share best practices to improve their teaching methods
and student outcomes in mathematics.
8. Cultural Relevance: Incorporating culturally relevant
examples and contexts in mathematics instruction helps • Government initiatives: Government initiatives aimed at
students connect with the material and understand its improving the quality of education, such as curriculum
significance in their daily lives. reforms and investment in teacher training programs,
provide opportunities for mathematics teachers to
contribute to educational improvement efforts.

• Student diversity: Indonesia's diverse student population

presents opportunities for mathematics teachers to
embrace cultural diversity in the classroom, promote
inclusive teaching practices, and cater to the individual
needs of students from different backgrounds.
 • Pre-School NUMBERS AND ALGEBRA The Singapore math method is focused on mastery, which Singaporean teachers use a variety of Singaporean teachers face various challenges and Singapore consistently ranks at the top in international math testing. The
• Primary School (6 years) •Whole numbers, fractions, and decimals, and the four arithmetic operations (addition, is achieved through intentional sequencing of concepts. assessment methods in mathematics, including opportunities in assessing and evaluating students in intentional progression of concepts in the Singapore math approach instills a
• Primary School Learning Examination(PSLE) subtraction, multiplication, and division) regular tests, quizzes, homework assignments, mathematics. deep understanding of mathematics.
• Secondary School (4-5 years) • Calculation with calculators Some of the key features of the approach include the CPA projects, and class participation. They often
• Post-Secondary • Factors and multiples (Concrete, Pictorial, Abstract) progression, number bonds, use both formative assessments (to gauge CHALLENGES Two international tests, the TIMSS (Trends in International Mathematics and
• Junior College • Ordering of numbers bar modeling, and mental math. student understanding during the learning Science Study) and the PISA (Programme for International Student
• University Education • Approximation and estimation process) and summative assessments (to • Diverse student abilities: Teachers must cater to a wide Assessment), assess math and science competency in countries around the
• Percentage Instead of pushing through rote memorization, students evaluate student learning at the end of a unit or range of student abilities, from those who grasp concepts world. Singapore students consistently rank among the top on both tests.
• Ratio learn to think mathematically and rely on the depth of term). Additionally, Singapore places a strong quickly to those who require more support.
• Speed knowledge gained in previous lessons. emphasis on problem-solving skills and Singapore consistently performs exceptionally well in international
• Algebraic expressions in one variable application of mathematical concepts, so • Time constraints: With a packed curriculum, teachers may assessments such as TIMSS (Trends in International Mathematics and
An attitude that math is important and approachable is also assessments often include real-world problems find it challenging to cover all topics thoroughly while still Science Study) and PISA (Programme for International Student Assessment).
GEOMETRY AND MEASUREMENT essential. Students perform at a higher level when their and open-ended questions to assess students’ providing adequate assessment opportunities. Singaporean students typically rank among the top performers globally in
• Measurement of length, mass, volume, time, and angle potential for understanding and success is assumed. ability to apply mathematical knowledge in both mathematics and science.
• Area and perimeter of triangles, squares, and rectangles, area and circumference of different contexts. • Pressure to perform: High expectations from parents,
circles, and volume of cubes and cuboids In Singapore math, students must think through concepts society, and standardized tests can create pressure on both In TIMSS, Singapore has consistently ranked at or near the top in terms of
• Properties of simple geometric figures and apply them in new ways from the very start. Since they In Singapore, students are evaluated through a teachers and students to excel in mathematics. average scores across various grade levels. This reflects the effectiveness of
• Nets of simple solids can’t rely on simple replication, students are pushed to combination of continuous assessment and Singapore’s rigorous mathematics curriculum and teaching methods.
• Line symmetry greater engagement and broader thinking. In U.S. math high-stakes examinations • Ensuring fairness: Ensuring that assessments are fair and
Ideas of tessellation programs, concepts and skills are more compartmentalized unbiased across diverse student populations can be Similarly, in PISA, Singaporean students have demonstrated outstanding
within and across grade levels than in Singapore math, • Continuous Assessment: Teachers challenging. performance in mathematics, often topping the rankings. PISA assesses not
STATISTICS AND PROBABILITY where a strong sense of connectivity to past learning is regularly assess students’ understanding only students’ knowledge of mathematical concepts but also their ability to
• Picture graphs, bar graphs, tables, line graphs, and pie charts (including interpretation woven throughout. through homework assignments, quizzes, tests, OPPORTUNITIES apply their knowledge to real-world problems, which aligns well with
and use of information to solve problems) class participation, and projects. These Singapore’s focus on developing problem-solving skills.
• Average Singapore math not only helps students become more assessments provide ongoing feedback to • Differentiated instruction: Teachers can tailor
successful problem solvers, it helps them gain a sense of students and teachers, helping to identify areas assessments to meet the needs of individual students,
SINGAPORE’s MATHEMATICS CURRICULUM FRAMEWORK confidence and resourcefulness because it insists on of strength and areas needing improvement. providing opportunities for both struggling and advanced
•Mathematical Problem Solving conceptual depth. This naturally prepares students to excel learners to excel.
• Attitudes in more advanced math. • High-Stakes Examinations: At key stages of
- Beliefs their education, students in Singapore sit for • Technology integration: Utilizing technology in
SINGAPORE
- Interest CPA (Concrete Pictorial Abstract) Approach: Introduces high-stakes examinations such as the Primary assessments can provide innovative ways to engage
DEVELOPED
- Appreciation concepts in a tangible way and progresses to increasing School Leaving Examination (PSLE) at the end students and assess their understanding, such as online
- Confidence levels of abstraction. of primary school, the GCE Ordinary Level quizzes or interactive simulations.
- Perseverance (GCE O-Level) at the end of secondary school,
• Metacognition Number Bonds: Shows the part-whole relationship and the GCE Advanced Level (GCE A-Level) at • Professional development: Ongoing training and
- Monitoring of one’s won thinking self-regulation of learning between numbers. the end of pre-university education. These professional development opportunities can help teachers
• Processes examinations assess students’ mastery of the stay updated on best practices in assessment and
- Reasoning Bar Modeling: Helps students visualize a range of math curriculum and determine their academic evaluation.
- Communication and Connections concepts, such as fractions, ratios, and percentages. progression to the next level of education.
- Applications and Modeling Allows students to determine the knowns and unknowns in • Collaborative learning: Encouraging peer assessment and
- Thinking Skills and heuristic a given situation. • National Assessments: In addition to high- collaborative problem-solving can not only enhance
• Concepts stakes examinations, Singaporean students learning but also provide additional insights into students'
- Numerical Mental Math: Helps students develop number sense and participate in national assessments such as the understanding of mathematical concepts.
- Algebraic flexibility in thinking about numbers. Trends in International Mathematics and
- Geometrical Science Study (TIMSS) and the Programme for • Holistic assessment: Emphasizing a holistic approach to
- Statistical International Student Assessment (PISA). assessment, which includes not only academic
- Probabilistic These assessments provide comparative data performance but also critical thinking, problem-solving
- Analytical on students’ performance in relation to their skills, and real-world application, can provide a more
• Skills peers globally. comprehensive understanding of students' mathematical
- Numerical Calculation abilities.
- Algebraic Manipulation • Holistic Assessment: Singapore also
- Spatial Visualization emphasizes holistic assessment, which
- Data Analysis includes evaluating students’ critical thinking
- Measurements skills, problem-solving abilities, communication
- Use of mathematical tools skills, and character development alongside
- Estimation academic performance. This approach aims to
provide a more comprehensive understanding
of students’ strengths and areas for growth.
 •Preschool/Kindergarten (2 years)
• Primary School (5 years)
• Middle School (4 years, Grade 6 to 9)
• High School (3 years, Grade 10 to 12)
• Higher Education
- Junior College (2 – 3 years)
- University (4 years)
• Post-Graduate Education
- Masters (2 years)
- Ph. D (4 years)
VIETNAM
DEVELOPING
After 1945, Vietnamese general eduction had three education reforms, therefore it had In Vietnam almost all teachers use the teaching style: • Written exams: Formal assessments where CHALLENGES Vietnam has demonstrated strong performance in international assessments
several general education curricula issued by the Educational Ministry. students answer questions or solve problems such as the Trends in International Mathematics and Science Study (TIMSS)
• Concepts are taught first, followed by lots of practice but on paper or electronically. Rote memorization: The emphasis on memorization rather and the Programme for International Student Assessment (PISA).
In particular, Primary Mathematics Curriculum was issued in 1950, 1956 and 1981 with little context. The teacher does 99% of the talking in than conceptual understanding can hinder deeper learning
(socalled 'Reformed Curriculum'). Each curriculum was followed by new mathematics highly structured lessons on order to complete daily • Problem-solving tasks: Assignments or and problem-solving skills. TIMMS
textbooks and other teaching and learning materials. In addition, during the 1980's under objectives. Much of the learning relies on homework and questions that require students to apply
the influence of Davydov's school (former Soviet Union) there was an experimental there are enrichment classes (extra work) after school. mathematical concepts to solve real-world High-stakes exams: Pressure from national exams and - In TIMSS, which assesses students' mathematics and science achievement
curriculum for teaching some concepts of moden mathematics for Primary pupils. • Arrangement of seating most often seen in primary problems. other standardized tests can lead to a focus on exam at the fourth and eighth grades, Vietnam has consistently ranked among the
Unfortunately, this experimental curriculum was quickly judged a failure and created classrooms is that of pupils in rows. preparation rather than genuine understanding of top-performing countries.
unhelpful debates. • In general, the Mathematics lesson time is spent on: • Quizzes: Short assessments, often mathematical concepts. - Vietnamese students have achieved notably high scores in both
Teaching whole class: 90% (teacher mainly using explain- conducted during class time, to evaluate mathematics and science, showcasing the country's strong emphasis on
In 1981 the Reformed Curriculum and a set of Mathematics textbooks were developed by illustrated methods to whole class) students' understanding of specific topics. Teacher-centered approach: Traditional teaching methods STEM education and academic achievement.
a team headed by Professor Phan Van Hoan at the NIES (National Institute of Educational Individual work: 8% • Homework assignments: Tasks given to often prioritize lectures and passive learning, which may not
Sciences). These documents restructured and enlarged the topics of the previous Group work: 2% students to complete outside of class, typically effectively engage students or develop critical thinking PISA
curriculum and textbooks for Mathematics, with five main topic fields: reinforcing concepts covered in class. skills.
• At every lesson pupils work at the board in front of the - In PISA, which assesses 15-year-old students' proficiency in reading,
Arithmetic class during Mathematics lessons. •Standardized tests: Formal assessments Limited resources: Some schools may lack sufficient mathematics, and science literacy, Vietnam has also performed impressively.
natural numbers; fractions; decimal numbers and operations with numbers • Individual pupil mistakes in Mathematics are usually dealt designed to measure students' proficiency resources, including textbooks, technology, and qualified - Vietnam's participation in PISA began relatively recently, with its first
Quantities and measuring of quantities with individually. against a predetermined standard, often used teachers, which can impact the quality of mathematics appearance in 2012. Since then, Vietnamese students have consistently
The introduction to basic quantities : units for measuring; calculating with these units. • Addition and multiplication facts are emphasised on for national or regional comparisons. education. achieved scores above the OECD average and have ranked among the top-
Algebraic factors learning by heart. performing countries in mathematics.
Solving equations formed : finding missing numbers in operations of such forms solving • In every lesson (especially Year 4 and Year 5), homework •Emphasis on arithmetic, algebra, Perception of difficulty: Many students perceive
simple inequation formed is set after every mathematics lesson. geometry, and calculus: Focus areas within mathematics as difficult or abstract, leading to a lack of These strong performances in international assessments reflect Vietnam's
Geometric factors the mathematics curriculum that are assessed confidence and motivation to engage with the subject. commitment to education reform, investment in teacher training, emphasis on
Introduction of simple shapes and space; calculating perimeter, area and volume of some In Vietnam, reform of teaching methods in Primary for understanding and proficiency. academic excellence, and cultural value placed on education. However, it's
simple shapes and solids. schools began in 1992. In Mathematics education in OPPORTUNITIES essential to note that while Vietnam excels in standardized testing, there are
Problem solving solving problems with words or stories. particular, this has included the following : •Problem-solving skills valued: Assessment ongoing efforts to enhance education quality, promote critical thinking skills,
• reform of the perception (cognition) of teachers, helping criteria that prioritize students' ability to apply Problem-solving skills: Opportunities to engage in problem- and address equity issues within the education system.
The Reformed Curriculum and set of textbooks (to be used until the year 2000) has them to be aware of the need to improve teaching methods mathematical concepts to novel situations. solving tasks and real-world applications can develop
achieved main successes: by the following approaches: to concentrate on learners; to students' analytical and critical thinking abilities.
• it has constructed the subject 'Mathematics' with five main topic fields expounded above. emphasise active learning; to develop pupils' initiative and •STEM education focus: A pedagogical
Before 1981, in Primary schools there was only the subject 'Calculation' with main targets creativity; to individualise pupils' studies. approach emphasizing science, technology, STEM education initiatives: Increasing emphasis on STEM
to train calculating skills in four operations: addition, subtraction multiplication and division; • introduction of new forms of teaching: individual learning; engineering, and mathematics education, education in Vietnam provides opportunities for integrating
• the modernisation of Mathematics teaching content in Primary schools implemented by: cooperative learning; educational games; problem solving; which often influences assessment practices in mathematics with science, technology, and engineering
- presenting traditional Mathematics content under Modern Mathematics influence (but constructivism. Although the teaching can sometimes be mathematics. disciplines, fostering interdisciplinary learning and
using clear language and symbols of Modern Mathematics), monotonous and boring, it is always focused and adheres innovation.
- constructing Primary Mathematics Curriculum as the first part of unified to the philosophy concrete, pictorial, abstract (CPA). Vietnamese teachers evaluate their
• introduction of new meaning of learning; mainly students in mathematics through various Innovative teaching methods: Exploring alternative teaching
Mathematical subject from Primary schools to Secondary schools; worksheets and assessment papers, encouraging students methods, including: approaches, such as inquiry-based learning, collaborative
• supplying Primary students with a basic, practical system of knowledge and skills, closely to use individual learning instruments. learning, and hands-on activities, can enhance student
linked to calculating activities (mental and oral, writing calculation and problem solving). • improvement of the learning environment. Class participation: Observing students’ engagement and understanding of mathematical concepts.
However, in this curriculum there are still some weaknesses: • improvement of assessment by using tests and engagement and involvement during class
• there is an imbalance between teaching time for natural numbers and for decimal assessment papers. discussions, group activities, and problem- Technology integration: Utilizing educational technology
numbers. Time for teaching natural numbers starts from the beginning of the first year to solving sessions. tools and resources can provide interactive and
half of the first term of year 5, but time for teaching decimal numbers only starts at the end Both teachers and pupils have confirmed good results personalized learning experiences, enabling students to
of the first term of year 5. Therefore pupils' calculating skills with decimal numbers are of the reforms of teaching methods, in particular: Projects: Longer-term assignments that explore mathematical concepts in dynamic ways.
weak. require students to research, investigate, and
• In most Primary schools, teaching methods are explained and illustrated. The teacher • the effectiveness of Mathematics education has risen present mathematical concepts or applications. Professional development: Investing in teacher training and
mainly imparts content and knowledge, pupils learning by the examples. The majority of remarkably: the number of exercises done has increased professional development programs can empower
teachers generally prefer explanations, lectures and samples with frequent incidental threefold. Pupils often complete all the exercises in Teacher observation: Monitoring students’ educators to adopt effective teaching strategies and create
questioning. The teachers are not monitored, they do not help pupils to create problems textbooks in class. progress, understanding, and performance supportive learning environments for their students.
and 'occupy' new knowledge. • pupils have studied more actively, confidently and during classroom activities, providing valuable
• Teaching content is not updated. creatively. Teachers have been more active and creative. insights into their mathematical abilities and
• Modernisation of the Mathematics teaching content has taken place but there had been • Mathematics classes have been more lively. learning needs.
no reference to teaching methods and equipment - so some teachers do not understand
the ideas for teaching in the new textbooks.

CENTRAL ASIA

COUNTRIES EDUCATION SYSTEM MATH CURRICULUM TEACHING STRATEGIES ASSESSMENT AND EVALUATION CHALLENGES AND OPPORTUNITIES PERFORMANCE IN INTERNATIONAL ASSESSMENT (if applicable)
 The education system in the Republic of Kazakhstan is Algebra Pedaggogical Approaches Formative Assessment Challenges: In the TIMSS 2007 study, fourth grade students scored 549 scale points in
based on the Geometry Teacher Training and Professional Development Standardized Testing mathematics.
principles of consistency Inclusive Education Teacher Assessment Performance Gap
and continuity and includes the following levels of Basic mathematics programs typically include the following Differentiated Instruction Student Performance Data Decline in Performance In PISA 2012, Kazakh students scored on average 432 points in
education: conceptual topics: Curriculum Allignment Lack of Resources mathematics (the main area of assessment), 393 in reading and 425 in
International Ranking science, while students in OECD countries scored on average 494, 496
Preschool nursery and preschool education— Numbers and Computation and 501 points respectively (OECD, 2014c).
Preschool nursery serves Mathematical Expressions and Transformations Opportunities
children up to age 6 or 7, and is carried out at home or Equations and Inequalities
(from age 1 to Functions Investment in Education
school age) in preschool institutions. Geometric Figures and Measuring Geometric Variables Policy Reforms
KAZAKHSTAN
Elements of Probability Theory and Statistics International Collaboration
DEVELOPING
Primary education (Grades 1 to 4) Integration of Technology
Focus on Student-centered Learning
General secondary education (Grades 10 to 11 or 12),
technical, and
professional education

Post-secondary education

Higher education

Postgraduate education
The education system in Tajikistan is divided into three Numbers and Math Symbols Student-centered Approach Summative Assessment Challenges:
main stages: Math Operations and Problem Solving Competency-based Approaches Formative Assessment
Geometry Integration of Technology Teacher Assessment Limited Resources
Primary education Measurement Units Teacher Professional Development Feedback Mechanisms Quality of Teaching
- Primary education is compulsory and free for all children Handling Data Traditional Method Access to Education
aged 7 Language of Instuction
to 10 years. Curriculum Relevance
Secondary education
TAJIKISTAN - Secondary education is divided into two stages: basic Opportunities:
DEVELOPING secondary
education (grades 5-9) and secondary specialized Curricular Reform
education (grades Inclusive Education
10-11). Cultural and Linguistic Diversity
Teacher Ddevelopment Programs
Higher education Investemnt in Education
- Higher education includes undergraduate, graduate, and Technological Integration
postgraduate studies. International Collaboration

SOUTH ASIA

COUNTRIES EDUCATION SYSTEM MATH CURRICULUM TEACHING STRATEGIES ASSESSMENT AND EVALUATION CHALLENGES AND OPPORTUNITIES PERFORMANCE IN INTERNATIONAL ASSESSMENT (if applicable)
Primary - grades 1–8 (age 6-14) Primary - foundational skills, including basic arithmetic, geometry, and problem-solving. Inquiry-Based Learning: Students are encouraged to ask Summative Assessment is the test which is Indian education system has faced numerous challenges, The last time India participated in the PISA tests was in 2009. The then
Secondary - algebra, geometry, trigonometry, and basic statistics. questions, explore topics independently, and conduct conducted through short written or oral mode including unequal access to education, outdated government was stung when it saw the scores. India stood second from the
Secondary - grades 9–12 ( age 14-18) Includes Standards Senior Secondary - calculus, algebra, and applied mathematics. research to deepen their understanding, promoting curiosity
and helps to capture students' proficiency. curricula, and inadequate funding. bottom, securing a rank of 72 among 73 participating countries.
X and XII - Secondary School or Senior Secondary School and self-directed learning. Formative Assessment: occurs throughout
the learning process and aims to provide
Tertiary - (First University Degree (Bachelor's)) grades Problem-Based Learning (PBL): PBL involves presenting ongoing feedback to students and teachers to
INDIA 12–15 students with real-world problems that require improve learning. It includes techniques such
DEVELOPING (First University Degree (Engineering & Technology) mathematical thinking to solve. It encourages critical as quizzes, class discussions, homework
grades 12-16 thinking, collaboration, and application of mathematical assignments, and projects.
(Second University Degree (Master's) grades 15-17 concepts.
(Doctoral Degree) grades 17-22 Problem-Solving Strategies: Teachers teach students
various problem-solving strategies such as guess and
check, working backward, and using patterns to approach
mathematical problems effectively
Primary and secondary education are both compulsory. Primary- basic arithmetic, introduction to geometry, and problem-solving. Cooperative learning model played a dynamic role in Sample-based assessment in Bangladesh, The quality of education in Bangladesh is often poor. This is
Primary - grades 1-5 (age 6-10) Secondary- algebra, geometry, trigonometry, and basic statistics improving students’ achievement in mathematics. measuring the learning levels of Bangladeshi due to a number of factors, including lack of resources,
Secondary - (Junior Secondary Education) grades 6-8 Higher Secondary -calculus, algebra, and applied mathematics Problem-Based Learning (PBL): In PBL, students are students in Bangla and Mathematics covering poor teacher training, and overcrowded classrooms.
age 11 -13 presented with real-world problems or scenarios and are 3,357,233 students in grade 3 and 3,604,586
BANGLADESH
(Secondary Education) grades 9–10 age 14-15 (Includes tasked with finding solutions through research, analysis, students in grade 5.
DEVELOPING
Trace Certificate/SSC Vocational) and critical thinking. This approach promotes independent
(Higher Secondary) grades 11–12 ages 16-17 (Includes learning and problem-solving skills.
2 years of 4 year Diploma in Engineering & Nursing, HSC
Vocational)
 Primary – Grades 1–8 (Ages 6-14) Primary - basic arithmetic, geometry, and problem-solving. Inquiry-based learning: This type of instruction involves Assessment Wing plays a critical role within Issues in Pakistan’s education system is the lack of Pakistan ranked second to last in both mathematics and natural sciences
students exploring answers through research and the Pakistan Institute of Education (PIE), adequate infrastructure and facilities in many regions. This among all 64 countries participating in TIMSS 2019.
Secondary – Grades 9-12 (Ages 14–18) Secondary - algebra, geometry, trigonometry, and basic statistics. discussion. focusing on various functions that contribute to impedes students’ access to quality education.
the evaluation and understanding of student
Tertiary - (Associate Degree) Years 2 (Formerly the Higher Secondary Education - calculus, algebra, and applied mathematics. Flipped classrooms: Students taught concerning learning outcomes. The main In rural areas, many schools lack proper buildings,
Bachelor Pass level, replaced with Associate Degree technological videos. objectives of the Assessment wing are: electricity, and clean drinking water.
beginning in 2010.)
(Bachelor's degree (Pass/Honours)) Years 2–4 Project-based learning: Students create a final project in Student Assessment The curriculum and teaching methods in Pakistan have
(Professional Bachelor's degree) Grades 13–16 a group work. Teacher Evaluation been criticized for being outdated and failing to prepare
Years 4 (Engineering, medicine, vetrinary medicine, law, School Evaluation students for the modern world.
agriculture, architecture, nursing) System Evaluation
PAKISTAN
(Bachelor of Technology) Years 4 (students must Gender disparity in access to education remains a
DEVELOPING
first earn a Diploma of Associate Engineer (a 3-year significant concern. Girls often face barriers to attending
course)) school, which perpetuates inequality.
(Master's degree) Years 1–2 (Arts, science, commerce,
business, public administration, management, fine arts,
education, etc requiring 2-year Bachelor's (Pass) degree
for admission)
(Master's Degree Post-honours) Years 1–3 (Business,
engineering, computer science, IT, fine arts, etc requiring
4-year Bachelor's (Honours) degree for admission)
(Doctoral Degree) Grades 19–24 Years 3–6

Primary - Grades 1–6 I(Ages 5–11) Years 6 Primary - basic arithmetic, numeracy, and problem-solving. Teacher-Centered Approach: Similar to many other Descriptive Assessment (DA): In this reform, One of the main barriers to education is poverty, particularly Over the last fifteen years, Iran has exhibited a rapid increase in the levels of
countries, the teacher-centered approach is commonly the focus of student assessment was moved in rural areas, where access to schools, qualified teachers, achievement in the Trends in International Mathematics and Science Study
Middle (Lower Secondary Education) Grades 7–9 Years Lower Secondary Education - algebra, geometry, and basic statistics. used in Iran, where the teacher serves as the primary from a more summative approach of providing and transportation is limited. (TIMSS) and the Progress in International Reading Literacy Study (PIRLS).
3 source of knowledge and instruction. This often involves grades and deciding about promotion to the Iran’s increase in 4th grade science achievement between 1995 and 2011
Upper Secondary Education - advanced courses in algebra, calculus, and applied lectures, presentations, and direct instruction. next grade to a more formative approach of exceeds all other countries while its increase in 4th grade math achievement
Secondary – (Upper Secondary Education) Grades 10– mathematics. providing descriptive feedback aimed at is second only to Norway.
12 Years 3 (Diploma (Diplom-Metevaseth)) Islamic Education: In Iran, Islamic education plays a improving student learning.
(Pre-University Program) Grades 13–13 Years 1 significant role, particularly in schools affiliated with
religious institutions. Islamic values, teachings, and
IRAN
Tertiary - (Associate's Degree) Grades 14–15 Years 2 principles may be integrated into various subjects, and
DEVELOPING
(Baccalaureate (Fogh-e-Diplom or Kārdāni)) there may be dedicated classes or sessions focused
(Bachelor's degree) Grades 14–17 Years 4 specifically on Islamic studies.
(Master's degree) Grades 18–19 Ages 22–24 Years 2
(Doctorate/PhD) Grades 20–22 Years 3 Cooperative Learning: Teachers encourage collaboration
among students by assigning group projects and activities
where students work together to achieve common goals.
This fosters teamwork, communication skills, and peer
learning.

WEST ASIA

COUNTRIES EDUCATION SYSTEM MATH CURRICULUM TEACHING STRATEGIES ASSESSMENT AND EVALUATION CHALLENGES AND OPPORTUNITIES PERFORMANCE IN INTERNATIONAL ASSESSMENT (if applicable)
Kindergarten - 2 years (Not compulsory) The curriculum aligns with US National Council of Teachers of Mathematics Taching strategies are based on theories that are Formative assessment, summative CHALLENGES In Jordan, 26% of students (the largest share) were in the 2nd international
Basic Education - 10 years standards, covering: called Learning Theories which are classified into three assessment, and diagnostic assessment. Overcrowded classrooms quintile of the socio-economic scale, meaning that they were neither among
Secondary Education - 2 years Number schools: Bullying the most disadvantaged, nor among the most advantaged students who took
Algebra Behavioral Need for more effective teacher training the PISA test in 2022. Their average score in mathematics was 353 score
JORDAN Geometry Cognitive Abuse of girls at school points.
DEVELOPING Measurement Social
Probability and Statistics. OPPORTUNITIES
Jordan offers free education to all citizens in public schools,
compulsory up to the age of 16, and boasts a high adult
literacy rate of 98 percent.
Primary education - 6 years The curriculum consists of four domains: Teories of motivation; extrinsic, feedback and grading; and Formative assessment and summative CHALLENGES Breaking down Georgia's performance, it ranks 60th in mathematics with a
Basic education - 3 years Numbers and Operations readiness, microteaching, intrinsic and aversive. assessment Poor sanitary conditions score of 390 points, 66th in science, and 67th in reading.
Secondary education - 3 years Geometry and Spatial Reasoning Pysical safety issues
GEORGIA Data Analysis Improper or lacking school meals
DEVELOPING Probability Iadequate teaching methods and resources
Statistics Little to no opportunity for parents' engagement in the
Algebra and Patterns school management process
Lack of inclusive education
Primary - 4 years Mathematics curriculum domains include: Lecture-based instruction is common in most The assessment methods used in teaching According to a survey conducted in 2021 in Turkey, the PISA 2022 was attended by 196 schools and 7,250 students from 60
Secondary school - 4 years Numbers undergraduate programs mathematics include traditional formats such as most pressing problem in both public and private education provinces in Turkey. In the field of mathematics, Turkey ranked 42nd among
TURKEY High school - 4 years Geometry multiple-choice tests, short-answer items, and was high education expenses. 79 countries in 2018 and improved to 39th among 81 countries in 2022.
DEVELOPING Measurement written and oral examinations.
Probability and Statistics
Algebra
 The education system in Lebanon is centralized with all
educational institutes in the public sector regulated by the
Ministry of Education and Higher Education, indirectly,
through regional education bureaus.
Lebanon's education system is divided into three main
levels;
- Primary education Education ( 3-5 yrs. old)
- Basic Education or Elementary Level (Cycle 1, Grades
LEBANON
1 to 3; and Cycle 2, Grades 4 to 6) and intermediate level
DEVELOPING
(Cycle 3, Grades 7 to 9)
- Secondary Education (Cycle 4, Grades 10 to 12)
The education system in the United Arab Emirates is
divided into public schools, private schools, and higher
education. Private institutions are generally not under
direct government control but are nevertheless bound by
guidelines set forth by the federal ministry and local
authorities.
The United Arab Emirates education system is divided into
three main levels
UNITED ARAB - Primary Education
EMIRATES - Basic Education (Cycle 1, Grades 1 to 5; and Cycle 2,
DEVELOPED Grades 6 to 9)
- Secondary Education (Grades 10 to 12)
The education system of Kuwait comprises kindergarten,
primary, intermediate, and secondary schooling, followed
by tertiary education, all of which are free of charge. Kuwait
has a centralized education system. Within the Ministry of
Education, decision-making rests with a few people:
assistant undersecretaries, district heads, managers, and
supervisors.
The Kuwait education system consists of three stages:
KUWAIT
- Primary stage, which lasts five years (Grades 1 to 5,
DEVELOPED
ages 6 to 10).
- Intermediate stage, which lasts four years (Grades 6 to
9, ages 11 to 14).
- Secondary stage, which lasts three years (Grades 10 to
12, ages 15 to 17).
The Mathematics Curriculum in Primary and Lower - Traditional teacher-centered approaches are Class hours in Math: - Challenges: Large class sizes, limited resources, - TIMSS 2019: Below average in math and science compared to international
Secondary Grades prevalent, with an emphasis on rote memorization and - Primary: 5-6 hours per week across grades economic instability, teacher training needs. benchmarks.
- Mathematical reasoning lectures. 1-5. - Challenges: Teacher subjectivity, limited focus on - PISA 2018: Not available due to national unrest.
- Problem solving - Recent initiatives promote more active learning - Secondary: 3-4 hours per week in lower higher-order thinking skills, pressure for high grades. - Challenges: Low scores raise concerns about educational quality and
- Communication methods, like cooperative learning, problem-solving, and grades, - Opportunities: Growing emphasis on active learning, equity.
- Spatial technology integration. increasing to 4-5 hours in upper grades. technology integration, curriculum reform, international
- Numerical - Variations exist based on school type (public, private, - Variation exists depending on curriculum: partnerships.
- Measurement secular, religious) and teacher training. Lebanese curriculum, French curriculum,
- Statistics international
programs.
Assessment and Evaluation:
Continuous assessment: Classroom
observation,
assignments, quizzes.
Standardized tests: National exams at key
stages
(Grade 9, Baccalaureate).
Mathematics Curriculum - Transitioning from teacher-centered towards more - Primary: 4-5 hours per week across grades - Challenges: Attracting and retaining qualified teachers, - TIMSS 2019: Above average in mathematics and science compared to
Four strands comprise the knowledge and skills that should be learned by students student-centered approaches, emphasizing critical 1-5. diversifying curriculum offerings, promoting equity in access international benchmarks.
in Grade 1 to 12: thinking, collaboration, and technology integration. - Secondary: 3-4 hours per week in lower to quality education. - PISA 2018: Ranked high in reading and science, above average in
- Numbers and Operations - Variety of methodologies employed: Project-based grades, - Challenges: Balancing standardization with mathematics.
- Algebra and Patterns learning, differentiated instruction, flipped classrooms. increasing to 5-6 hours in upper grades. individual student needs, promoting deeper - Positive trends, but concerns remain regarding equity and
- Geometry and Measurement - Focus on integrating Emirati culture and values into - Variation depending on curriculum: UAE learning over rote memorization. achievement gaps.
- Data analysis and Probabilities the curriculum. Ministry - Opportunities: Investing in teacher training, leveraging
- Variations based on school type (public, private) and of Education curriculum, international technology effectively, fostering strong school-community
Additional five strands curriculum (national, international). programs partnerships, and participating in international educational
- Problem-solving (IB, AP). initiatives.
- Reasoning
- Proof
- Communication Assessment and Evaluation
- Representation -Continuous assessment: Classroom
observation,
projects, presentations, quizzes.
- Standardized tests: National exams
(EMIRATES
Standardized Tests), internal school
assessments.
- Focus on multiple assessment methods to
measure diverse skills and learning styles.
Mathematics Curriculum - Predominantly teacher-centered approach, with Class Hours in Math: - Challenges: Large class sizes, teacher quality and - TIMSS 2019: Below average in mathematics and science compared to
By the end of Grade 4, students are expected to have studied the following mathematics emphasis on rote memorization and lectures. training, rigid curriculum, limited educational resources. international benchmarks.
topics: - Recent initiatives promote active learning methods, - Primary: 5-6 hours per week across grades - Challenges: High-stakes nature of exams creates - PISA 2018: Not available due to political reasons.
like problem-solving, group work, and technology 1-5. pressure and rote learning, limited assessment of higher- - Concerns regarding educational quality, equity, and student
- Numbers and Operations integration. - Secondary: 4-5 hours per week in lower order thinking skills. outcomes.
- Algebra - Variations exist based on school type (public, private) grades, - Challenges: Lack of resources, large class sizes, limited
- Measurement and gender (single-sex education). increasing to 5-6 hours in upper grades. teacher training in new methodologies.
- Geometry - Variation depending on curriculum: Kuwaiti - Opportunities: Investing in teacher training, promoting
- Statistics Ministry of Education curriculum, international active learning and technology integration, curriculum
programs (IB, AP). reform aligning with 21st-century skills, fostering school-
community partnerships.
Assessment and Evaluation:
-Heavy emphasis on national standardized
exams (Grade 9, Grade 12).
- Limited focus on continuous assessment
and formative feedback.
 Education in Saudi Arabia is divided into public
(government-funded) education, private education,
special education (under the supervision of the Ministry),
vocational education (related to the Technical and
Vocational Training Corporation), and foreign education.
Saudi Arabia's education system is divided into three
main levels;
- Primary education—This level spans six years and
covers Grades 1 to 6
- Intermediate education—This level spans three years
SAUDI ARABIA
and covers Grades 7 to 9
DEVELOPING
- Secondary education—This level spans three years and
covers Grades 10 to 12
Mathematics Curriculum - Transitioning from teacher-centered towards student- Class Hours in Math: - Challenges: Balancing national exams with diverse - TIMSS 2019: Below average in mathematics and science compared to
- Number centered approaches, with efforts to promote critical assessment methods, promoting deeper learning over rote international benchmarks.
- Algebra thinking, collaboration, and technology integration. - Primary: 4-5 hours per week across grades memorization. - PISA 2018: Not available due to national reforms.
- Measurement - Variations exist based on school type (public, private) 1-5. - Challenges: Large class sizes, teacher training needs, - Concerns remain regarding student achievement, especially in critical
- Geometry and gender (single-sex education). - Secondary: 4-5 hours per week in lower curriculum alignment with 21st-century skills, limited access thinking and problem-solving.
- Statistics grades, to technology in certain regions.
increasing to 5-6 hours in upper grades. - Opportunities: Investing in infrastructure and educational
- Variation depending on curriculum: resources, promoting gender equality in education,
Ministry of participating in international educational initiatives,
Education curriculum, international diversifying curriculum offerings.
programs (IB). - Opportunities: Developing a comprehensive assessment
system that measures various skills and learning styles.
Assessment and Evaluation:

- Standardized national exams (General

Secondary
Certificate, Standardized Achievement Test)
play a
dominant role.
- Continuous assessment through classroom
activities, quizzes, and projects gaining
importance.
Pre-school Education- Operated and managed by private The curriculum standards for mathematics are organized In Qatar, the teaching strategies in mathematics Here are some key aspects of assessment and Challenges:
sector. This level of education is offered by nurseries and according to the following strands: curriculum often emphasize a combination of evaluation in Qatar's mathematics education:
kindergartens. Ages 3 to 5. traditonal methods and modern pedagogical Language Barrier
Reasoning and Problem Solving aprproaches which includes: Curriculum Alignment Access resources
Primary/Elementary Education - Offered by elementary Numbers and Algebra Culutural Perceptions of Mathematics
schools-public and private. 6 years of duration, ages 6 to Geometry and Measurements Technology Integration Formative Assessment Asessment literacy
12. Data Handling, which is divided into Statistics and Probability Hands-on Learning
Grades 1 to 6. Culturally Relevant Pedagogy Summative Assessment Opportunities
Collaborative Learning
QATAR
Preparatory Education- 3 years duration, from ages 13 to Differentiation Collaborative Partnerships
DEVELOPED
15. Innovative Pedagogies
Grades 7 to 9. Technology Integration
Community engagement
Secondary Education - 3 years duration, from ages 15 to
18.
Grades 10 to 12.

Higher Education

Preprimary education Mathematics curriculum includes: Project-Based Learning (PBL) National assessment system (known as Separating children by ethnicity and religion limits their In Israel, 49% of students (the largest share) were in the top international
Primary (elementary) education - 6 years Numbers and Operation Differentiated Instruction Meitzav17 the Hebrew acronym for GEMS, ability to learn about one another's culture firsthand. In quintile of the socio-economic scale, meaning that they were among the most
ISRAEL
Secondary education, comprising lower secondary Data Investigation Cooperative Learning which stands for the Growth and Efficiency addition to learning in isolation from their Jewish advantaged students who took the PISA test in 2022. Their average score in
DEVELOPED
education - 3 years Geometry Inquiry-Based Learning Measures of Schools) counterparts, Arab-Israeli schools receive less funding mathematics was 504 score points.
Upper secondary - 3 years Measurement Technology Integration and do not meet the same educational benchmarks.