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This study explores how primary mathematics teachers in Malaysia utilize textbooks and blackboards in their teaching practices. It highlights the significant role of textbooks as the main teaching material and source of reference, particularly after the policy shift towards teaching Mathematics and Science in English. The textbook packages include Book A and B, activity books, teacher guides, and courseware, all strictly aligned with the curriculum. Teachers predominantly rely on textbooks for planning lessons and activities, following the content unit by unit. Blackboards are used for content explanation, student assessment, displaying information, and showcasing pupil work. The organization of blackboards varies based on individual teacher creativity, without specific training. Overall, the integration and effective utilization of textbooks and blackboards play a crucial role in enhancing the teaching and learning experience in Malaysian primary mathematics classrooms.
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Textbook and Blackboard Use in Malaysian Primary Mathematics classrooms Chap Sam LIM School of Educational Studies Universiti Sains Malaysia <cslim@usm.my>
TWOQUESTIONS • 1. (Q1)How do primary mathematics teachers use textbooksin Malaysia? • 2. (Q3) How do primary mathematics teachers use blackboards in Malaysia?
1. (Q1)How do primary mathematics teachers use textbooks in Malaysia? • Textbook is the predominant teaching materials/source of reference for teachers • All textbooks are published by the Ministry of Education, under the Textbook Division • Textbooks are given as free loan to all pupils in all schools • Not for sale • to be returned at end of year
Textbook package • Each grade – two volume – Book A and B • Activity book – book A and B • Teacher guide • Courseware – • Smart school version • Teaching courseware – developed by Curriculum Development Department • By Topic – developed by Educational Technology Department
Use of Textbook • Previously – may be 70% of the time use textbooks, • But after the policy of Teaching Mathematics and Science using English [PPSMI] • Nearly 90% of time based on text book, because • Better and more effective teaching strategies proposed in the textbook • Written strictly according to the curriculum requirement
Use of Textbook by teachers • Most teachers follow accordingly – unit by unit, content, activities and examples • Also come with activity book and courseware • Also Teacher guide – for Grade 1, 4, 5 & 6
An example of Year 3 Math textbook & activity book: cover page
An example of Year 3 Math textbook:Foreword – philosophy of syllabus
An example of Year 3 Math textbook:Introduction – organization of the textbook
An example of Year 3 Math textbook:Introduction – organization of the textbook –using icons
An example of Year 3 math textbook: topic: Fraction Introduction page – picture of activity related to the topic
An example of Year 3 math textbook: Glossary at end of book Last page
2. (Q3) How do primary mathematics teachers use blackboards in Malaysia? Main uses: • For explanation of content or elaboration • To assess pupils’ performance – ask pupils to come out and show on blackboard • As display board – paste manila cards/flash cards/students’ work • To provide information – short important note/list/reminder of homework
2. To assess pupils’ performance – ask pupils to come out and show on blackboard
2. To assess pupils’ performance – different pupils are asked to show their solutions on blackboard
4. To provide information: today’s home work at the top corner
Q3: Blackboard use - organization Organization of blackboard • not given due significance • no course or training given during pre-service education, unlike Shanghai/China • Mainly based on teachers’ own experiences and creativity • Can be messy
Example of blackboard organization at end of class: : Teacher 1
Example of blackboard organization at end of class: Teacher 2
