Mathmatics Education

Mohd. Sahar Sauian, Universiti Teknologi MARA, Malaysia

Many studies had shown that rural students are lagged behind in Mathematics compared to their urban counterparts particularly in developing countries. The poor performance recorded is normally associated with negative factors such as learning cultures, poor environment, lack of teachers and other scores of attitudinal problems faced by the students. Teachers in developing countries are also faced with the dilemma of whether to adopt strictly to “content-based teaching” across the specified curriculum or to focus on selected topics which ensures higher percentage performance in public examinations. This paper attempts to exploit the relevance of “context based teaching” which enhances better understanding of mathematics in deprived communities in the developing world. This is of benevolence to policy makers as well as mathematic educators in planning curriculum development in Mathematics Education.

Generally, members of the public agree that higher percentage passes in public examinations today implies a higher performance for a school compared to the one with low

Some topics in this essay:
Vietnam Cambodia, Average Sd, Education Introduction, Mathematics Indonesia, Development Authority, Lesson” Content, Ministry Education4, Education Question, MARA Malaysia, Reaves CC, based teaching, rural schools, developing world, teaching compared, developing countries, content based, content based teaching, mathematics education, mathematics curriculum, urban rural, rural teachers, based teaching compared, na = 24, nb = 21, mb na =,