Instruction for Mathematics and Science in Primary and Lower Secondary Grades
Students at the primary level (Grades 1 to 6) study mathematics for 210 minutes per week, while students at the lower secondary level (Grades 7 to 9) study mathematics for 200 minutes per week. Students in Grades 1 to 3 study science for 90 minutes per week, while students in Grades 4 to 6 study science for 150 minutes per week. Students at the lower secondary level study science for 200 minutes per week.
Grade at Which Specialist Teachers for Mathematics and Science are Introduced
Mathematics and science are taught by specialist teachers at the primary, lower secondary, and upper secondary levels. Generally, teachers at the first primary level (Grades 1 to 3) teach several subjects, and teachers at the second primary level (Grades 4 to 6) are more specialized. At the secondary level, science and mathematics are taught by specialist teachers exclusively.
Instructional Materials, Equipment, and Laboratories
The Ministry of Education provides textbooks through a lending scheme to all students in national schools, whereby students receive textbooks for every subject at the beginning of the year and return the textbooks at the end of year. This lending scheme began in 1975 to assist qualifying students from lower income households and was extended in 2008 to include all students in national schools.8 Mathematics and science textbooks come with interactive CD-ROMs to facilitate understanding of the subjects. In addition to textbooks, the Ministry regularly supplies necessary general resources, and awards annual grants to schools (on the basis of enrollment) for purchasing equipment, chemicals, teaching aids, and reading materials for mathematics and science instruction.
All secondary schools have science laboratories and some have special mathematics rooms. Science lessons typically are taught in laboratories. Primary schools are not equipped with laboratories, but most have science rooms.
While schools are given the autonomy to determine teaching approaches and strategies, the curriculum specifications for both science and mathematics provide suggested teaching and learning activities to help teachers plan and implement more effective lessons.
Use of Technology
The Ministry of Education set a target to achieve a minimum ratio of one computer for every 10 students by 2015, to support student learning. In addition, the MOE is equipping 10,000 schools with 4G Internet access and a virtual learning platform that can be used by teachers, students, and parents through the 1BestariNet program.9
The Virtual Learning Environment (VLE) is a learning management system that can be used to deliver instructional materials to students for individualized learning. Teachers can create learning sites on a learning platform within the VLE, which can be accessed anywhere and at any time. The VLE also can be used to deliver Sharable Content Object Reference (SCORM) e-learning materials, which are Web-based instructional interactive multimedia developed by the Ministry of Education beginning in 2002, branded e-Bahan.
Online collaborative platforms enable information sharing as well as collaboration on group projects among students from different schools, both within and outside of Malaysia. For example, Oracle’s ThinkQuest is a collaborative platform through which students can work on group projects in science and mathematics, and share completed projects online. Students use social platforms such as Yahoo Groups and Google to communicate and collaborate on science and mathematics topics. In addition, instructional materials developed by teachers and shared on YouTube, SlideShare, and other platforms are used in many classrooms. EduwebTV, a platform managed by the Ministry of Education, is available to teachers for downloading videos related to the curriculum, news, and instructional materials, and provides a platform for teachers to upload their own materials for sharing.
The use of scientific calculators in mathematics was introduced in 2002 in Grade 10, followed by Grade 8 in 2003.10 Since then, calculators have been introduced in teaching and learning in all grades in secondary school. During public examinations, only scientific calculators with certain specifications are allowed.
Accommodation Policies for Instruction and Testing
In line with its policy to provide equal educational opportunities for all students, the MOE has taken steps to ensure that alternative education and special education programs and schools are in place to accommodate the requirements of students with special needs. Schools established to provide special education include schools for indigenous students, such as the Orang Asli and Penan, schools in hospital for students undergoing long term hospitalization, schools in prison for juvenile offenders, and special education schools for hearing impaired and visually impaired students.11
The resources and teaching and learning processes in these schools are tailored to suit the abilities and requirements of students with special needs. Special education schools for visually impaired students, for example, are equipped with support materials and equipment that include braille textbooks, braille machines, low vision devices, and specially trained teachers. Some Orang Asli and Penan schools have implemented a contextualized curriculum that is relevant to their economic, geographic, and cultural settings.
Special programs also have been designed for children with multiple disabilities and learning disabilities, such as Down syndrome, autism, attention deficit/hyperactivity disorder (ADHD), and dyslexia. The Special Education Integration Programme (SEIP) and Inclusive Education Programme (IEP) are examples of two such programs.12 SEIP classes are held in mainstream primary and secondary schools, and students are taught life skills and basic reading, writing, and arithmetic. IEPs place one to five special needs students who are academically capable into mainstream classrooms.
For testing students with special requirements, the Examination Syndicate has developed a comprehensive set of guidelines for test administrators.13 Provisions made for students with special requirements include the appointment of invigilators who can communicate using sign language or reading braille, braille machines, talking calculators with ear phones, and examinations printed in a larger font. Students with autism, Down syndrome, ADHD, and dyslexia are provided with teacher assistants or teachers to take care of their needs. In addition, they are given extra time to complete examinations.
In special cases where students have a temporary disability caused by accident or illness, assistants are provided to read questions aloud or help record student answers.