1.

Introduction
Mathematics is one of the important subjects within the list of foundation subjects that constitute

the core curriculum for basic such as primary and secondary education in countries throughout the
world. The subject occupies a privileged position in the school curriculum because the ability to cope
with more of it improves ones chances of social advancement (Mereku, 1992).
Curriculum adaptation at the classroom level may be evidenced by differences between formal
curriculum requirements, in terms of content and pedagogy and the amount of curriculum actually
covered during classroom teaching (Smylie, 1994). The implemented curriculum, which is analogous
to the amount of content actually taught and the teaching methods employed, is a function of teachers
decisions related to translating formal curricula into specific instructional tasks and activities.
C. Braslavsky ( 1999 ) defines the curriculum as the educational foundations and contents, the
arrangements of the contents, time allocated for teaching and learning experiences, the learning
objectives, the outcomes of learning, resources available for teaching and learning, assessment and
evaluation. Thus, a curriculum is objective oriented and has to be assessed and evaluated using a
reliable, valid form of assessment in order to verify the outcome of learning among students.
Mathematics curriculum should seek, therefore, to enable the child to think and communicate
quantitatively and spatially, solve problems, recognize situations where mathematics can be applied,
and use appropriate technology to support such applications. Mathematics curriculum should be
recognized that mathematics is an intellectual pursuit in its own right, a source of fascination,
challenge, and enjoyment. The exploration of patterns and relationships, the satisfaction of solving
problems, the appreciation of designs and shapes and an awareness of the historical and cultural
influences that have shaped modern mathematics can contribute to the childs enthusiasm for the
subject.
In general, no matter how difference in Mathematics curriculum according to their country,
Mathematics curriculum is a continuous process of assessing and evaluating ones mathematical
thinking, knowledge and ability to apply mathematics to solve real world problems. Mathematics
curriculum can highlight the understanding and capacity of a students relating various academic and
soft skills contexts. Therefore, in this assignment we will have a look about Mathematics curriculum in
Malaysia, Ghana, Jamaica and Hong Kong through curriculum structure, syllabus structure and form
of assessment

3.0

Mathematics Curriculum of Ghana

3.1

Curriculum structure

In Ghana, Mathematics is one of the essential areas of learning. Everyone needs to develop
mathematical concepts and skills to help them understand and play a responsible role in society.
Mathematics curriculum aims to provide students with those skills and understandings. The need for
people to be numerate has always been identified as an important outcome. The aim of Mathematics
curriculum is to contribute to the development of a broad range of numeracy skills. In an increasingly
technological age the possession of problem solving and decision making skills is an essential
requisite in Ghanas Mathematics curriculum.
Other than that, Mathematics curriculum also provides the opportunity for students to develop
these skills and encourages them to become flexible problem solvers. Achieving these requires a sound
Mathematics curriculum, competent and knowledgeable teachers who can integrate instruction with
assessment, classrooms with ready access to technology, and a commitment to both equity and
excellence. The Mathematics Curriculum has been designed to provide knowledge and Mathematical
skills to pupils from various backgrounds and levels of ability. Todays world demands that young
people should be able to use numbers competently, read and interpret numeric data, reason logically,
solve problems involving calculations and Mathematical reasoning, as well as communicate
effectively with other people using accurate mathematical data and interpretations.
Therefore, the curriculum emphasizes mathematical knowledge and skills that should help the
young person to develop basic numeracy competence to be able to function effectively in society.
There are several factors that have been taken into account when designing the curriculum, such as
mathematical concepts and skills, terminology and vocabulary used, and the level of proficiency of

English among teachers and pupils. It is hoped that with the knowledge and skills acquired in
Mathematics, pupils will discover, adapt, modify and be innovative in facing changes and future
challenges. The learning of Mathematics at all levels involves more than just the basic acquisition of
concepts and skills.
The official Mathematics curriculum for Ghanaian primary schools, used in the country in the
last two decades, was originally written with the small intellectual elite, who will proceed to secondary
and further education, in mind (Mereku, 1995). In order to achieve the general aims of the
Mathematics curriculum, teachers must provide opportunities for children to realize the specific
minimum objectives which are the National Minimum Standards (NMS) for Primary 3 and 6
Numeracy.
Mereku (1990) found that the Mathematics topics taught in the lower secondary level in three West
African countries such as Ghana, Nigeria and Sierra Leone were similar to those taught at the same
level in England. These are indications that curricula designed in a particular historical and cultural
context were imported and not properly adapted. These observations support the fact that the school
Mathematics curriculum inadvertently acquired a universal status which unfortunately led many
countries across the world to view it as canonical. The curriculum was an adaptation of the products of
the new-math project spearheaded by the West African Regional Mathematics Programme in the
1970s (Lockard, 1972).

To determine how well teachers can use methods and present content

prescribed in official curriculum materials, the study involved measuring the extent of curriculum
adaptation at the classroom level.
More importantly, it involves an understanding of the underlying mathematical thinking,
general strategies of problem solving, communicating mathematically and inculcating positive
attitudes towards an appreciation of Mathematics as an important and powerful tool in everyday life.

3.2

Syllabus structure
Mathematics is allocated five periods a week, each period consisting of forty (40) minutes.

Currently, the Mathematics syllabus for basic schools is under review to reflect the changing views
about the subject and what is valued globally in it.
The main rationale for the Mathematics syllabus is focused on attaining one crucial goal which
is to enable all Ghanaian young persons to acquire the Mathematical skills, insights, attitudes and
values that they will need to be successful in their chosen careers and daily lives. The new syllabus is
based on the premises that all students can learn Mathematics and that all need to learn Mathematics.
The syllabus is therefore, designed to meet expected standards of Mathematics in many parts of the
world.
The Mathematics syllabus at the primary level covers five main areas. Diagram 3.2.1 shows
main areas of primary Mathematics syllabus.

Numbers
and
numerals
Problem
solving
and
applicatio
n

Collecting
&
handling
data

Number
operations
Mathematics
syllabus
primary level

Measurem
ent, shape
& space

Diagram 3.2.1
Numbers and numerals cover ways numbers are represented and the quantities for which they
stand for the use of symbols, notation to represent and communicate quantities or numbers. Number

operations also provides opportunities for the development of pupils ability to estimate and to make
approximations, and check the reasonableness of results of calculations, recognise patterns and
relationships in mathematics and the real world and develop the ability to use symbols, notation,
graphs and diagrams to represent and communicate mathematical relationships and solve problem.
Measurement, Shape and Space cover geometrical relations in two and three dimensions, and provides
opportunities for recognising and appreciating their occurrence in the environment. This content area
also provides opportunities for pupils to develop spatial awareness and the ability to recognise and
make use of the geometrical properties and symmetries of everyday objects, as well as use geometrical
models as aids to solving practical problems in time and space.
In addition, the content area also provides opportunities for pupils to develop knowledge and
understanding of systems of measurement, their use and interpretation as well as their confidence and
competence in using instruments and measuring devices. Collecting and Handling Data covers
identifying problems for data collection, developing the skills of collecting, organising and analysing
data, as well as interpreting data presented in tables, charts and graphs of various kinds.
Problem Solving and Application. This syllabus does not include problem solving and
application as a distinct topic. Rather nearly all topics in this syllabus include solving word problems
as activities. These activities relate to issues in real life situations. Teachers are expected to pose
problems and set out questions which will help students to think and apply scientific principles using
mathematical theory. Other aspects of the syllabus should provide opportunities for the pupils to work
co-operatively in small groups to carry out activities and projects which may require out-of-school
time. The level of difficulty of the content of the syllabus is intended to be within the knowledge and
ability range of the Primary school.
Mathematics at the Senior High school (SHS) in Ghana builds on the knowledge and
competencies developed at the Junior High School level. The student is expected at the SHS level to
develop the required mathematical competence to be able to use their knowledge in solving real life
problems and secondly, be well equipped to enter into further study and associated vocations in
mathematics, science, commerce, industry and a variety of other professions.

3.3

Form of assessment

Evaluation of childrens achievement is an essential part of Mathematics education. Diagram

3.3.1 shows the various purposes of evaluation.

to give teachers feedback on the success of

their methods and approaches and to assist
planning for new learning (formative)

to assess the childrens readiness for new

learning and to find out what they have
learnt (summative).

Diagram 3.3.1
Diagnostic assessment procedures enable teachers to discover difficulties that individual
children may be having. Appropriate diagnostic assessment may reveal that the reason for a particular
students lack of progress is a lack of understanding achieved at an earlier time and the difficulty may
be relatively easily addressed. Diagnosis may also reveal that the child is very talented and is simply
bored by lack of stimulation. Diagnostic assessments enable teachers to plan further learning activities
specifically designed to meet the learning needs of individual children.
School Based Assessment (SBA) should focus both on what children know and can do, and on
how they think about mathematics. It should involve a broad range of tasks and problems and requires
the application of a number of mathematical ideas. Skills assessed should include the ability to
communicate findings, to present an argument and to exploit an intuitive approach to a problem.
Assessment should be an integral part of the normal teaching and learning programme. It should
involve multiple techniques, including written, oral and demonstration formats. Group and team
activities should also be assessed. SBA may be conducted in schools using Mid-term test, Group
Exercise, End of Term Test and Project.
The end of term examination should be developed to consist of Section A and Section B.
Section A will be the objective items section and section B will be the structured questions section.

Depending upon the requirements of the subject, there could be a Section C, the practical test
component.
Homework and class exercises are very important aspects of formative evaluation in the
teaching and learning process but will not be included in the SBA. Teachers are however, expected to
give homework and class exercises as part of the regular teaching and learning process.
In Mathematics, the two profile dimensions that have been specified for teaching, learning and
testing at lower primary and upper primary are shown in Diagram 3.3.2

Knowledge and

Understanding
Dimensions
Application of
Knowledge

Primary
40%
1-3
60%

Primary
30%
4-6
70%

Diagram 3.3.2
Each of the dimensions has been given a percentage weight that should be reflected in
teaching, learning and testing. The weights indicated on the right of the dimensions, show the relative
emphasis that the teacher should give in the teaching, learning and testing processes at the two primary
levels. Profile dimensions are weighted differently to indicate the change in emphasis as pupils move
up in education and in maturity.
In summarising the results of evaluations of childrens achievement, teachers should report
what the children have achieved and how well they achieved it. A grade or mark alone is insufficient.
As part of SBA, children are expected to take an NMS test namely School Education Assessment
(SEA) to determine whether or not they have reached the minimum standards for Primary 2, 4 and 6.
Another NMS test namely National Education Assessment (NEA) is given at the end of Primary 3 and
6 to all children to determine whether they have reached the NMS stated for the two key stages of the
educational system. The NEA is given to 5% of all pupils across the country in Primary 3 and Primary
6.

4.0

Mathematics Curriculum of Jamaica

4.1

Curriculum Structure
The development of mathematical literacy is facilitated through the exploration of

mathematical ideas. The early childhood classroom should support the development of these
skills while the upper primary curriculum should provide students with the opportunity to
explore the development of more discrete mathematical ideas. The curriculum should therefore
be developed to include the following five major content areas as shown in Diagram 4.1.1
below.

U
O
R
B
M
&
H
S
A
P
E
C
L
D
N
G
I
T

Diagram 4.1.1
The national curriculum developed by the Ministry of Education should be used to guide and
inform mathematics teaching at the early childhood, primary and secondary levels of the education
system.

4.2

Syllabus Structure

Developed specifically for the Jamaican syllabus, Jamaican Primary Mathematics has been developed
by a team of experienced experts in primary teaching. Diagram 4.2.1 below show the features of
primary mathematics curriculum.

Problem-solving opportunities to challenge children to think about concepts that they have
learned in mathematics in more abstract ways.

Practical, hands-on activities in which pupils actively explore mathematics through

activities such as measuring, making models and so on.

Talk about points to encourage children to make links and connections between
mathematics and the real world and to verbalise and communicate their ideas.

Literacy support in the form of activities which develop reading, writing, speaking
and listening skills.

Interactive groups activities which encourage children to process information and pose
their own questions about learning.

Assessment pages which can be used in continuous and formal assessment

Diagram 4.2.1

While teaching of content is critical, the mathematical education programme should see a
seamless synergy between content and methodology. Teacher educators should model the
methodologies being espoused. The student education programme should therefore support the
prospective student in developing the knowledge, skills and competences relating to effective
strategies for developing the related concepts

PROGRAMME
Early Childhood
Early Years
(3 5 years)
Early Childhood
Early Grades
(1 3)
Primary Mathematics 4 6

Secondary 7 11

Secondary 7 13

COURSES
Number
Geometry and Measurement
Pedagogy
Number
Geometry and Measurement
Algebraic Thinking and Using Data
Pedagogy
Number
Geometry
Measurement
Algebra and Data
Pedagogy
Number Theory
Algebra 1 and 2
Geometry
Trigonometry
Measurement
Functions
Calculus 1
Data Analysis, Statistics and Probability

All of the above in addition to

Calculus 2
Introductory Analysis
Linear Algebra
Discrete Mathematics and Computer Science
Table 4.2.2

4.3

Form of Assessment
Assessment in mathematics must not be restricted to traditional summative styles such as

end-of-term/end-of-year tests. Rather, assessment must be an integral part of teaching and must
be used to support the learning process. This means that any assessment strategy used by the
teacher must provide useful information to teachers, students and parents. The position of the
Ministry of Education therefore is that assessment in mathematics will focus on the learners
understandings as well as their procedural skills. It must be used both to diagnose the nature and
causes of barriers to learning and to monitor the progress of learning and teaching so as to
improve learning.
Assessment must be a continuous, planned process of gathering information and must, in
addition to informing the teaching/learning process, enable the teacher to track the progress of
pupils measured against Attainment Targets. In addition to the opportunities for continuous
assessment which should be used by the school throughout the delivery of the formal curriculum,
the Ministry of Education will spearhead national assessments in mathematics at vital stages of
students educational cycle.
The Grade 1 Inventory developed by the MOE for this purpose should be administered,
the data gathered analysed and used to inform decision making as it relates to numeracy
development for each cohort of students. This approach should also be taken with the Grade 2
Diagnostic Test which should be administered at the end of Grade 2. Whereas, at Grade 4 this
stage students have covered four years of mathematics instructions in the primary school system.
The instrument administered at this stage will be the first nationally administered test
designed to evaluate students numeracy development. At the end of Grade 6 students prepare
to transition from primary to secondary education. This becomes another crucial stage to assess
the progress. It is recommended that schools receiving students in Grade 7 administer a
diagnostic test to evaluate the mastery of concepts which are critical to the students ability to
successfully access the Grade 7 curriculum. Items should be designed to support the
identification of common errors and misconceptions. Start secondary Grade 9 it is important at
this stage to find out what students know as they prepare make crucial decisions about selection
of subjects that tends closer to career choices. Grade 11 is a national assessment is required as

students should be certified nationally when they terminate the secondary level.
Assessment must
Reflect the mathematics that pupils should know and be able to do;
Engage students in tasks that involve problem solving, reasoning and
communication (both written and oral);
Provide opportunities for pupils to demonstrate their application of mathematics to
real world situations;
Facilitate creative thought through the use of problems which hold the possibility
for alternative solutions.
In order to accomplish this, teachers must use a range of sources to provide information, utilizing
both formal and informal methods. Paper-and-pencil tests are only one source of such
information, and by themselves are limiting and inadequate in describing fully a students
knowledge and understanding of mathematics. Others sources which may be utilized include
shown in Diagram 4.3.1

OBSERVATION

LISTENING TO PUPILS

PORT FOLIOS

JOURNALS

USE OF GAMES

QUESTIONING

PROJECT

Diagram 4.3.1
The instrument developed for administration at the end of Grade 11, should be an achievement
instrument designed to evaluate what students should know and be able to do based on the national
curriculum and will, in addition to measuring mathematical competency, will also measure the
extent to which students have attained an appropriate level of mathematical literacy. All students in

Grade 11 must sit the Grade 11 assessment whether or not they are registered to sit the CSEC
mathematics examination. Grades 12 13, Community Colleges, Colleges and Universities and
other professional organisations will develop their own mathematics programme with support

from the Ministry of Education.

5.0

Mathematics Curriculum of Hong Kong

5.1

Curriculum structure

The structure of the Mathematics curriculum adopts a dimension or strand

approach. The curriculum at the primary level has 5 dimensions while at the secondary level 3
dimensions. Designing the Mathematics curriculum in a framework of learning dimensions
enables the learning objectives and students progress to be structured so that a balanced
repertoire of mathematical knowledge and skills can be provided. Since students have
different abilities, teachers have to design their school-based curriculum to cater for the
reality of their school.
A Key Learning Area (KLA) is an important part of the school curriculum in Hong
Kong. It is founded on fundamental and connected concepts within major fields of knowledge
which should be acquired by all students. A KLA provides a context for the development and
application of both generic skills such as creativity, communication, critical thinking and
collaboration and subject-specific skills, positive values and attitudes through appropriate use
of learning or teaching activities and strategies. It also serves as a context for the construction
of new knowledge and the development of understanding. The studies offered in each KLA
may have an academic, social or practical orientation or a combination of these, depending on
their purpose(s). They can be organized into subjects, modules, units, tasks or other modes of
learning.
In designing school-based mathematics curriculum, special attention should be paid to
the balance of the curriculum to be developed and the following issues should be considered
(Diagram 5.1.1)

students
experienc
e

use of
technolog
y

adequacy of
knowledge
for studying
other
disciplines

cognitive
developme
nt of
students

School-based
mathematics
curriculum

aesthetic
needs of
students

pedagogical
strategies in
the learning
and
teaching of
mathematic
s

coherenc
e
mode of
assessme
nt

Diagram 5.1.1
To ensure the internal consistency and the balance of the curriculum, opportunities
should be provided to students to master all fundamental knowledge in each learning
dimension at each key stage. There should be a wide range of examples given in the
curriculum. The following section gives some basic principles for developing a school-based
Mathematics curriculum.
Students require knowledge and skills that will help them live a full life in the society
of the 21st century, which is an information age. Knowledge of Mathematics is a necessity for
every individual if they are to contribute towards the prosperity of Hong Kong. Mathematics
pervades all aspects of life. It is not possible to live in the modern world without making
some use of Mathematics. Many of the developments and decisions made in industry and

commerce, the provision of social and community services as well as government policy and
planning, rely to some extent on the use of Mathematics.
The 9 essential generic skills are collaboration skills, communication skills, creativity,
critical thinking skills, information technology skills, numeracy skills, problem-solving skills,
self-management skills and study skill. Knowledge Skills Values and Attitudes in
Mathematics are essential in the school curriculum of Hong Kong, as it is:
(a) A powerful means of communication It can be used to present information in many
ways like figures, tables, charts, graphs and symbols, which can be processed to
generate further information.
(b) A tool for studying other disciplines It helps students enhance their understanding of the
world and provides a basis as well as a foundation to study other disciplines.
(c) An intellectual endeavour and a mode of thinking It is a creative activity in which
students can be fully involved and through which they can demonstrate their imagination,
initiative and flexibility of mind.
(d) A discipline, through which students can develop their ability to appreciate the beauty of
nature, think logically and make sound judgments Mathematical experiences acquired in
school enable students to become mathematically literate citizens and contribute towards
social prosperity. Mathematics is valuable to help students develop necessary skills for
lifelong learning. It is an integral part of general education and hence an important KLA in
the Hong Kong school curriculum. The time allocation for Mathematics occupies roughly
13% of the total teaching time in schools.

5.2

Syllabus structure

The principle of developing the mathematics framework is built on existing strengths

of schools and teachers and hence promote/facilitate quality mathematics learning and
teaching. The following table summarizes the existing strengths, current effective
learning/teaching practices and experiences that should be continued, and the new emphases
of the framework.
The central Mathematics syllabus is presented in the form of an open and flexible
framework of learning targets, generic skills, values and attitudes which all students are
entitled too. Schools may adapt the central Mathematics syllabus and develop their own
school-based curriculum to suit the needs, abilities of their students and contexts of the
schools through varying the organization of content, contexts and examples; learning and
teaching strategies; pace of learning and teaching; modes of assessment, etc. Nevertheless,
schools have to fulfil certain CDC requirements, such as the amount of lesson time, learning
targets; and essential content. In designing their school-based mathematics syllabus, schools
are encouraged to make use of the curriculum documents of Primary Mathematics
Curriculum (2000) and Secondary Mathematics Curriculum (1999).
At the primary school level, teachers can select some of the enrichment topics on the
basis of students abilities and interests and the time available. Teachers can also select their
own enrichment topics or some existing units for further discussion. Since enrichment topics
are optional, they are not suggested to be included in tests or examinations. A list of
enrichment topics is suggested on p.46 of the Mathematics Education Key Learning Area
Mathematics Curriculum Guide (P1 P6) (2000). In a similar way, teachers at the secondary
school level can judge for themselves the suitability and relevance of the topics in the NonFoundation Part of the curriculum for their own students. Again, for more able students,
teachers can adopt some enrichment topics at their discretion to extend students horizon and
exposure in mathematics. It should be noted that there are many ways of sequencing learning
units for each year level. For example, schools can focus on one dimension first and then on
other dimensions in later years; arrange the learning sequence so that students learn all
dimensions spirally in each year; or reserve more periods in S1 to revise and consolidate
students learning in primary schools and focus only on the Foundation Part of the curriculum
over S2 and S3 to cater for low achievers. Syllabus development is an on-going process.
Schools should develop their own school-based curriculum whenever appropriate and

feasible. They should also encourage the professional development of teachers and
collaboration with other stakeholders to 35 achieves the curriculum aims, learning targets and
objectives in the mathematics curriculum framework. On the other hand, it should be noted
that a school-based curriculum should be the outcome of the balance between guidance from
the CDC and the autonomy of the school and teachers. The balance is subject to change over
time, as policy and school decisions change.
EXISTING STRENGTHS
NEW EMPHASIS
There are sufficient emphasis on the There should be a balance between process
learning

and

teaching

of

basic abilities and basic computational skills and

computational skills and contents.

contents. Mathematics education should address

a wider objective. HOTS and conceptual
understanding should be emphasized. Teaching

should provoke students to think.

Students performance in computation and There should be more emphasis on developing
solving routine problems is good.

students ability in solving exploratory problems

and in solving problems that required some

hands-on activities.
Both students and parents show high regard Value
and
attitude

towards

learning

for mathematics. Both students and parents mathematics should be reinforced. Students
find mathematics important.

interest in learning mathematics should be

enhanced
Most teachers are professionally trained Teachers should have better understanding of
and their general teaching skill is good

the subject and have more comprehensive

knowledge

of

the

development

of

the

curriculum. Teachers teaching at various levels

should have a better understanding of the
curriculum at other levels.
There are exchanges and sharing of There should be exchanges and sharing of
experience in the learning and teaching of experience in the learning and teaching of
mathematics among teachers.

Mathematics

among

administrators,

curriculum

academics.

In

teachers,

particular,

school

developers

and

communication

between primary school teachers and secondary

school teachers should be reinforced.
Remedial classes for students weak in Student diversities is a key issue in quality

mathematics are organized in most schools. mathematics learning. Supporting measures for
There is flexibility in the curriculum. both ends of the student population are equally
Spare time is available in the design of essential.
the mathematics curriculum.

School-based

curriculum

is

encouraged. The curriculum should be adjusted

and adapted to meet the needs of less able
students and the needs of more able students.
Spare time should be properly utilized to
provide support and enrichment programs for
students

of different abilities. Diversified

teaching methods and teaching approaches

should be adopted
Most teachers have been trained and There should be more emphasis on the
attained basic level on using IT.

application of IT in the learning and teaching of

mathematics
Teachers hold positive view on curriculum Teachers should be encouraged to take more
development

active role in research and development

activities, action research and seed projects.
Both curriculum ownership and curriculum
leadership of teachers are essential factors for
realizing

the

spirit

of

the

mathematics

curriculum in class.

5.3

Form of assessment

Mathematics is the foundation and provides supporting knowledge for many other
disciplines. Hong Kong started implementing school based assessment from the year 2000.

The curriculum content of Hong Kong undergone revision in September 2000 and
comparison is made between school based assessment and public exam evaluation. Hong
Kong public examinations are known for the high difficulty level in the region and world.
However, the revision of the curriculum highlighted that students who excelled in the
public examinations are not well versed in other cognitive aspects such as creative thinking,
communication and application. The students tend to be content oriented and reluctant to
explore knowledge out of the context of the curriculum. Thus, the school based assessment is
integrated into the existing curricula in order to complement the needs of the student to be
both having mastered the content and able to explore beyond the specified curriculum
context.
The new framework for mathematics assessment in Hong Kong is 85 % from public
examinations and 15% from the school based assessment. The type of activities carried out in
school based assessment are practical task, experiments, paper presentation and projects
which will be monitored, facilitated and assessed by the subject teacher. The mathematic
activities assigned can be of two categories, mathematical investigation and documentation.
Before the commencement of each task, the teacher will brief the students on the objectives,
skills to be assessed and the outcomes expected. (Hong Kong Examinations and Assessments
Authority, 2000)
The activities for Mathematics in Hong Kong emphasize numbers and measurements;
students are assessed based on their reaction and outcome from the activity. The problems
posed in the activities comprises of mathematical calculations of high difficulty level. Thus,
the school based assessment believed to engage the students in mathematical learning and
thinking process continuously, even after the school instruction time. In another point of view,
this activities from school based assessment encourage the students to do extra practice in
mathematics beyond the scope of curriculum. (Hong Kong Examination and Assessment
Authority, 2000).
Teachers show high regard for assessing students ability through formative and
summative assessment-assessment of learning. Mode of assessment should be diversified.
Apart from paper and pencil assessment, different assessment activities should be adopted to
assess students various abilities. Assessment should be considered as an integral component
of the learning and teaching cycle and aim at promoting and enhancing quality mathematics
education - assessment for learning.

6.0

Comparison between Malaysia, Ghana, Jamaica and Hong Kong Mathematics

Curriculum

7.0

Conclusion

School based assessment is a positive attempt towards student-centered, independent learning

and criteria-referenced assessment. School based assessment is proven to assess students
beyond the limitations of norm-referenced assessment. However, the school based assessment
system in Malaysia needs further improvements in terms of framework, available resources
and execution in schools. The success of school based assessment in Hong Kong, Singapore
and Scotland cannot be replicated in Malaysia without taking cultural , environment and
economic background of Malaysian students into concern. A thoroughly revised and tested
school based assessment mathematics framework suited to Malaysian students can ultimately
produce world-class Malaysian mathematicians.

8.0

References

Kamarudin,H., dan Siti Hajar,A.A. (2004). Pedagogi Asas Pendidikan. Universiti Pendidikan
Sultan Idris :Affluent Master Sdn. Bhd.
Burn,B. Appleby,J. dan Maher,P. (1998). Teaching Undergraduate Mathematics.London :
Imperial College Press.
Niss,M. (1993). Investigations Into Assessment in Mathematics Education. Nerthelands :
Kluwer Academic Publishers.

Romberg,T.A. (2004). Standard Based Mathemtics Assessment in Middle School. New York :
Teachers College Press.
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http://sba.hkedcity.net/introductorydvd/practice.html