MATHEMATICAL STRANDS

MATHEMATICS CURRICULUM STRUCTURE

FOR SECONDARY SCHOOLS
FIELD OF
VALUE PROCESS SKILLS
LEARNING
• Number and • Mathematical • Problem solving • Mathematical
Operation value • Reasoning skills
• Scale and • Universal • Communication • Higher order
Geometry mathematics • Relationship thinking skills
• Algebra • Representation • 21st century
• Statistic and skills
Probability
• Discrete
mathematics
 KSSM KBSM

- The content is organized and -The content is arranged in order, for

delivered partly or in unit that is named example follow by content, learning
as modul. outcomes, suggestion and learning
activities.
- Curriculum material is referred to
DSKP and teacher have to be creative in - Curriculum material depend on
delivering the lessons in method, ‘Sukatan Pelajaran’ and ‘Huraian
Sukatan Pelajaran’.
technique and strategies of teaching.
- Emphasis on 4M - Emphasis on 3M
• Membaca (reading) • Membaca (reading)
• Menulis (writing) • Menulis (writing)
• Mengira (measure) • Mengira (measure)
• Menaakul (reasoning)
TRANSFORMATION OF MATHEMATICS IN KSSM
CHANGES RATIONALE

Drop the topic that have been learned at Avoid repetition and make sure continuity.
primary school level such as whole number,
fraction, decimal, percentage and basic measurement.

Emphasize the application of concepts and the skills of Enhancing problem solving skills.
topic of Ratio Number.

Reorder content: To make sure

• Factors and Multiples - explicitly defined as
one title.
• Linear Equations - A combination of equations
linear involving a variable with the two involved
variables
• Linear Inequality, Set, Statistics - learned in Form 1
• curriculum comparable to other countries,
especially the countries that are performing well
brilliant.
• student preparation for international level studies.
• The continuity of mathematical content for effective
application of lesson.
TRANSFORMATION OF MATHEMATICS IN KSSM
CHANGES
Emphasis on the use of such technologies
dynamic geometry software and graphing calculator
as a way to explore, build concepts
and doing math.
Explicit emphasis on mathematical processes
ie problem solving, reasoning, communication
mathematically, making connections and making
representative
Emphasis on cognitive domains
level through the solution of the problem
involves non-routine questions.
RATIONALE
Provide fun, useful, meaningful R&D
and challenge and keep students prepared
facing the challenges of the 21st century.
• Require teachers to implement the process.
• Formative understanding of concepts
deep and meaningful.
• Make math less difficult
mechanical.
• Balance between procedural understanding
and conceptual understanding.
Form a logical, level-headed individual
high quality, critical, creative and innovative