1. Plenary panel discussion
Moderator:
Future Challenges and Bill Barton (New Zealand)
Educational
Panelist:
Responses: Zulkardi (Indonesia)
Innovations and Parmjit Singh (Malaysia)
Hee Chan Lew (Korea)
Exemplary Practices in Fou-Lai Lin (Taiwan)
Mathematics
Education

2. Plenary panel discussion
Future Challenges and Educational Responses:
Innovations and Exemplary Practices in
Indonesian Mathematics Education
Zulkardi
Sriwijaya University, Indonesia
zulkardi@unsri.ac.id

3. Focus: main challenges, educational
responses and innovation in
Indonesia achievement
 Low score of mathematics
PISA and TIMSS results and low attitude
(confidence and interest) toward mathematics
 Some ideas from new math curriculum and
its implementation in July 2013
 Lesson learned from implementation of RME
(PMRI), an instructional theory, and its
sustainability as an innovation in
mathematics education in Indonesia

4. Indonesia: Mean PISA scores for 2000 - 2009 for
mathematics, science and reading
410
400
390
Mean score
380
370
360
350
2000 2003 2006 2009
Mathematics Science Reading

5. Reflection from PISA results 2009
100% 100%
90% 90%
80% 80%
70% 70%
60% 60% Level 6
50% 50% Level 5
40% 40%
30% 30% Level 4
20% 20% Level 3
10% 10%
0% 0% Level 2
Level 1
Below Level 1
Mathematics
Ranked 61/65 countries Science
Almost Indonesian students are only able to understand math
and science up to level 3, while other countries are able to
reach level 5 and 6. Hence, the materials and the process of
learning of Indonesian students in the school are different with
developed countries(OECD)

6. Reflection from TIMSS Results of Mathematics (8th Grade)
2007 2011
Very Low Low Intermediate High Advance Very Low Low Intermediate High Advance
100% 100%
90% 90%
80% 80%
70% 70%
60% 60%
50% 50%
40% 40%
30% 30%
20% 20%
10% 10%
0% 0%
Singapore
Singapore
Malaysia
Thailand
Thailand
Malaysia
Morocco
Iran
Morocco
Iran
Japan
Japan
Indonesia
Saudi Arabia
Saudi Arabia
Indonesia
Turkey
Turkey
Korea, Rep. of
Korea, Rep. of
Chinese Taipei
Chinese Taipei
More than 95% Indonesia students are only able up to intermediate
level while almost 50% Taiwan students are able to reach high and
advance level. With this information, materials that are taught in
Indonesia are not same with materials that are evaluated using
International standard. Therefore, change the Curriculum

7. Some Issues on the new curriculum
2013
(MoEC, 2012)
 New curriculum:
1) Focuses on a science process based, not teaching for the
test
2) It will initiated in July 2013, at grade 1, 4, 7 and 10
3) More use of ICT for content and teaching delivery
4) Students’ books and teacher guides are developed by the
MoE
5) Teachers will be trained how to use new book.
 New math competences
(Cognitive, attitude, skill), students:
1) Understand math concepts
(numbers, geometry, algebra, probability & statistics with their
characteristics ……. then use them in problem solving of students’
daily live);
2) Have attitude to appreciate math and its application in the daily
live and build good characters such as consistent & discipline
3) Able to think

8. PMRI is an Innovation in
Indonesia
PMRI is Indonesian
adaptation of “Dutch
Realistic Mathematics
Education” since 2001.
Characteristics
Math is students’ activity;
use of Indonesian
context, models, intertwin
ed among
strands, interactivity and
contributions of students
Results so far
Students interest toward
math and guided to
understand math. concept.

9. Exemplary Practices of PMRI
1) Dissemination through Pre/In-service Math Teacher
 Pre-service (courses) and in-service training (workshops
for teachers).
 Up to 2012, PMRI has been implemented at 23 (33)
provinces
2) PMRI meets Lesson Study
 PMRI as the content, LS as the professional development tool
for math teachers in improving the quality of student learning.
3) PMRI and PISA
 Research on Designing PMRI / PISA-type items
 Design KLM (National Mathematics Literacy Contest) for
Junior High School and workshop PISA for math teachers
since 2010
4) Sustainability of PMRI
 Use of ICT-based materials (p4mri.net)
 Developing International Master Program on Realistic
Mathematics Education in collaboration Indonesian-the
Netherlands (Unsri, Unesa, Utrecht Universiy) since 2009

10. Innovations and Education
Transformation in
Mathematics Education:
from the Malaysian
Perspective
Assoc Prof Dr Parmjit Singh
MALAYSIA

11.  The Malaysian Primary Mathematics
Curriculum coincides with one of the
most exciting times in the context of
Malaysian mathematics education
where changes are taking place so
prominently.

12. New Framework of the Malaysian
Mathematics Curriculum

13. Salient points from the Malaysian
Education Transformation
 Language
 International standards
 Assessment
 The vital component in ensuring a
successful paradigm shift is the
presence of readiness”.

14.  In discussing the issue of “readiness” in the
implementation of the new framework, the
main realization here is that in spite of the
implementation of the newly reformed
educational approach, such implementation
can only serve as a tool while the outcome of
the reformation can only be determined by the
teachers who are at the end of the day, the
very consumers of the tool. The question that
remains is:
 Are the teachers ready and prepared for this
change?
 I hope so!!

15. Number of Publications by Authors in EARCOME 6
Proceeding
10.9%
89.1%
Eastern Authors Western Authors

16. Eastern cited Western cited
Total
references references
Eastern
authors 448 900 1348
Western
authors 10 250 260
Total 458 1150 1608
References citation in EARCOME 6 Proceeding

17. References citation in EARCOME 6
Proceeding
1000 900
448
500 250
10
0
Eastern Cited Western Cited
Eastern Authors Western Authors

18. Increasing Attitude and
Reducing Gap:
A New Challenge of Korean
Mathematics Education
Community
Hee-chan Lew
Korea National University of Education
hclew@knue.ac.kr

19. Current Issue
 Korean students have demonstrated a high
level of achievement in TIMSS and PISA for
a long time:
TIMSS 2003, 2007, 2011,
PISA 2003, 2006, 2009
 Despite of brilliant scores, the reports of
TIMSS and PISA show the some negative
results:
 Lack of students’ mathematical attitude
 Achievement gap induced by school locations.

20. Lack of Mathematics Attitude
TIMSS 2011 Mathematical Attitude (4th Grade)
Confidence Like learning mathematics
Korea 11% 49/50 23% 50/50
International 34% 48%
TIMSS 2011 Mathematical Attitude (8th Grade)
Confidence Like learning Value
mathematics
Korea 3% 38/41 9% 40/41 13 % 41/41
International 14 % 28 % 48 %

21. Achievement Gap
PISA surveys shows that there were a big gap among 5
areas of village, small town, town, city and large city
classified by number of their populations.

22. New Policy of Mathematics
Education
 The Ministry of Education announced “the
policy for advanced mathematics
education” on January in 2012 and
declared that 2012 was “the year of
mathematics education”.
 The policy presents three principles to
guide Korean mathematics education
Mathematics for increasing thinking ability
Mathematics for feeling fun
Mathematics for being together

23. New Policy of Mathematics
Education
 Mathematics for increasing thinking ability
 Educational tools and technology
 STEAM
 Mathematics for feeling fun
 Textbooks based on real life and story-telling
 Mathematics Laboratory Classroom like a
science lab
 Mathematics for being together
 College
students mathematics major as mentors
 Mathematic online clinics

24. Projects based on the policy
 Projects of Korean Community
Teachers: Professional Development
 Autonomous in-service program of 60-90 hours
Schools: Mathematics Laboratory
 Environment for guided discovery and cooperative learning
Local Governments: Cyber Home School
 system to lessen the disparity of educational opportunities
between various social-economical groups
Society: Amazing Math-Bus
 Experts delivered more than 60 kinds of tools and materials by
the bus to students in the underprivileged area
Publishing Company: Textbook Improvement
 Student-friendly and fun textbooks based on STEAM and story-
telling

25. An Innovative Lightening-Up Program to
Overcome Challenges in Taiwanese
Mathematics Education
Fou-Lai Lin
National Taiwan Normal University

26. 1. Main Challenges in Taiwanese Math
Ed.
 High Achievement
 Lack Confidence & Negative Attitude
toward learning math
Learning Attitude
Thailan goal
dPhilippine
state
s
Malaysia
Indonesia
Math
Int. Ave Achievement
Taiwan
Japan Korea
Hong
TIMSS 2011 Kong

27. Changing Teaching Approach－
亮點基地計畫 Lighting-up
Program
 MOE founded
 A school-based, design-based
professional development program
 Participation：school as a unit
 Mentor：one school with one math
educator for one year
 90% Math Educators in Taiwan are
participated (47)

28. Foundation of the Lightening-up
Program
 Experiences on design-based P.D.
workshops
In particular, within an 1+7 integrated
research project (More than 10
mentors are available)
 Cooperation of all math educators
 School-based Model and Active
participation of Schools

29. 亮點基地計畫 Lighting-up
Program
Themes for the one-year learning
(Designing Task Sequences)
Conjecturing Prove and
Argumentation
Modeling Activity
Reading Comprehension of Math
Diagnostic Teaching of Math
Conception
Designing Math Literacy Assessment
Tasks

30. The Development of Curriculum for
Each Theme
 First version of curriculum proposed
by an experienced team
 Revised version brought up by
+ educators who are mentoring the
same theme
 Adapted by each learning community
(school)
 Q & A on pedagogical problems

31. Tentative Result
 「Teachers and Math Educators are
learning to
be a ”Learner”」

32. Tensions Faced by Educators
 Different Roles/Identities of In-service
Teachers
 Timing for Elaborating Theories and
Principles
 Tension Related to Teachers’
Vulnerability

33. Tensions Experienced by
Teachers
(1) Tension on Designing
－ Active vs. Passive
(2) Tension on Teaching
－ Content vs. Student-oriented
(3) Tension on students’ Learning:
－ Goals of learning, learning
styles

34. Discussion Theme 1
When there is a curriculum
innovation, how can we ensure that
teachers are properly prepared and
that classroom change occurs and
is sustained ?
Discussion Theme 2
How do we shift systems with
high achievement/low motivation &
low achievement/high motivation to
high achievement/high motivation?

35. Learning Attitude
Thailan goal
dPhilippine
state
s
Malaysia
Indonesia
Math
Achievement
Taiwan
Japan Korea
Hong
Kong

36. http://blog.kleinproject.org
Thanks you