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The way we teach and learn geometry has to change for it to have any use beyond merely passing exams.

The study of geometry is important, as it is recognised as a basic skill in mathematics – for several reasons.

Geometric models are frequently used to help students understand basic mathematical concepts. The number line, for example, is helpful to illustrate various number concepts and operations.

Geometry is a foundation for study in such fields as physics, chemistry, biology, architecture, engineering, geology and astronomy.

Geometric skills are also essential in art, design, graphics, animation, as well as in various aspects of construction work.

It has important applications to real-life problems.

Many practical experiences involve problem-solving situations that require an understanding of geometric concepts and skills, such as making frames, planning a garden and arranging a living room.

In addition, Geometric concepts, such as points, line segments, curves and grids, are necessary for basic map reading skills.

Geometry allows development of spatial visualisation which is an extremely important skill for success in mathematics and the sciences.

It helps students to understand and appreciate the world they live in.

Recognition of geometry as a basic skill in mathematics has resulted in an increased emphasis on geometry in the revised mathematics curriculum by the Education Ministry.

Geometric concepts of two- and three-dimensional shapes are formally introduced as early as Year One.

Teacher-centred instructions are sadly, still being practised in a typical geometry lessons in our country.

by Dr. Chew Cheng Meng.

Read more @ http://thestar.com.my/education/story.asp?file=/2010/8/29/education/6817381&sec=education

WHEN the education minister announced the abolition of the teaching of Science and Mathematics in English (PPSMI) last year, it distressed many parents who then tried to voice their disappointment by appealing through parent-teacher associations.

But a directive from the education authorities disallowed any such discussion, claiming it was not the right platform.

Parents then took their grievances to the cyber world. Voices in support of PPSMI can be heard throughout the nation, from cities and towns to remote interiors of Sabah and Sarawak.
Even surveys by prominent blogs, including that of a former prime minister, revealed significant support for PPSMI. A simple survey at my son’s school in Petaling Jaya, by talking to and collecting signatures from parents who drop and pick up their children, drew similar support.

Subsequently, the Education Department set up a hotline for parents to voice their opinion, but the results were never revealed.

Last Saturday morning, I attended the soft launch of PAGE, a national body formed by concerned parents to address this and other educational issues, in Kuala Lumpur. A few people even drove all the way from Malacca.

by Too Boo Huat, Petaling Jaya, Selangor.

Read more @ http://www.nst.com.my/nst/articles/ksjgjhg/Article/

NEXT year, all national primary schools would have Mathematics and Science lessons in Bahasa Malaysia. However, there is also talk that the decision might take effect in 2012.

Will the Education Ministry confirm when the teaching of both the subjects in Bahasa Malaysia will take effect — 2011 or 2012?

In any case, as an educator, I have noticed that the switch to teach both these core subjects in Bahasa Malaysia started soon after the Deputy Prime Minister, who is also Education Minister, Tan Sri Muhyiddin Yassin announced the cabinet’s decision to revert the teaching of Maths and Science in English (also known by its Malay acronym PPSMI) back to Bahasa Malaysia.

Although Muhyiddin had mentioned about giving time for students and teachers to “make preparations” and adjust, which he described as “a soft landing”, some schools have been in a hurry to teach the subjects in Bahasa Malaysia.

The schools should not have done so, knowing that it would greatly affect its pupils, all of whom had been learning the subjects in English.

Read more @ http://thestar.com.my/education/story.asp?file=/2010/6/27/education/6535429&sec=education

I AM growing tired of the banality of the debate on the teaching of Science and Maths in English because both sides are giving the same old reasons over and over again.

Both proponents and opponents of the policy should be blamed for the “zero-sum game” between Bahasa Malaysia and English in which Malaysian society finds itself caught.

Those supporting the teaching of Science and Maths in English should look into why they, for now, have lost in their struggle to retain the policy. They tried to persuade people that mastery of English would not adversely affect the standard of BM, without properly illustrating how that was so.
What leaves certain quarters unconvinced is that bahasa rojak is prevalent among so-called Malay-language speakers in urban areas (and to a smaller extent, suburbia), regardless of age or status. This includes politicians, pop stars and actors in local films and TV dramas. The basic Malay vocabulary is constantly and unnecessarily replaced by English equivalent such as using “you” and “I” conveniently to forgo a “complex” Malay pronoun system.

Because of this, the rest of the country, especially rural dwellers, end up seeing the dark side of the English language, as it appears to them as a “cultural monster” which erodes local identity.

I did some research on the Internet and found that many community service, retail- or service-oriented websites cater primarily or exclusively to Malaysian users in English. I think many Malaysian Internet users, especially Malay-speaking ones in suburban and rural areas, expect most local web content to be in the national language.
How can we ever safely preach the benefits of English to them without giving the impression that the so-called “international language” is threatening the pre-eminence of BM within our borders?

Worse still, while preaching the merits of English to Malaysians, they say things like “BM cannot help in the progress of the nation”, “BM leaves us as jaguh kampung (village champion)”, etc. In promoting a “world language”, it is downright rude to explicitly or implicitly link negative connotations with local languages for it may cause the younger generation to belittle their own mother tongues, and English promoters in other countries are wise enough to avoid saying this.

Of course, our neighbours and other developing countries are gaining interest in English and can see its merits, but do they see fit to let it take over the place of their respective national or local languages in their academic or cultural lives?
Opponents of the English policy, the so-called pejuang bahasa, should also be equally faulted for not doing enough to take the national language to a higher level. I have noticed that their struggle is fixated on our schools and colleges, to the extent of taking to the streets to voice their grievances without doing anything constructive.

They must accept that uplifting the national language cannot be done by the academic sector alone. The time when the policy of having Science and Maths in English was implemented should have been the time for BM lovers to look beyond classrooms to keep the language alive and on top.

When the policy kicked in, it seemed that certain quarters lost the motivation to produce academic and educational materials in BM, when they should have kept their spirits high and risen to the occasion to show the country what BM could do as a vehicle of knowledge.

It’s not about translating academic or scientific journals, it’s about disseminating understandable information in the national language for all of us, not just college students.

We cannot underestimate the power of arts and entertainment in shaping Malaysian language and culture. Why can’t we check on the proper usage of BM in local fare, aside from calling for better storytelling and acting quality?

And how about campaigning for the increasing use of BM in locally-oriented websites on the Internet? And do we know of operating systems for computers and office suites with a BM interface? Whenever we find mistakes or awkward BM jargon, why not suggest corrections to the developers instead of passing off BM as unfit as a language for computer software?

Still, it is good to know that we have many books being translated and cartoons dubbed into BM, which can instil a sense of pride in using proper BM. Although the quality of the translation still needs improvement, it’s better than resorting to bahasa rojak.

Article 152 of the Federal Constitution enshrines Bahasa Malaysia as the national language, but it would be nothing but a meaningless bunch of words if nobody takes action to uphold it.

by T.C.L.Cheras, Kuala Lumpur.

Read more @ http://www.nst.com.my/nst/articles/18lan/Article

AS Malaysians, we welcome the scheduled “landing” of some 100 cosmonauts and astronauts on Malaysian soil this October.

It is reported that they would share their experience and give inspirational talks to some one million students nationwide over five days during the Association of Space Explorers 23rd Planetary Congress on Oct 5-10 (“From outer space to KL” – The Star, May 22).

An immediate question that arises is: What language would the astronauts and cosmonauts be using? They are from some 35 countries. It is not likely that each will speak in his or her own language.

I believe they will all be speaking in English. And their talks will be impregnated with scientific and technological terms.

To reap the fullest from such talks our students themselves must not only be fluent in English but also be comfortable with the scientific and technological terms and expressions used.

If the proceedings were translated, their impact and significance would be much reduced. Also, if the astronaut or cosmonaut tells a joke in English, its effect on the audience will be delayed; if at all the translation can elicit the same hilarious meaning.

More importantly, our students may miss much from the talks if they have a poor command of English and its use in the world of science and technology.

Here lies one good and important reason why we should rethink our decision to abolish PPSMI (the teaching of Science and Mathematics in English). Mastering English and knowing Science and Mathematics in English is not the same thing. The first compliments the second but does not replace it.

If we want our nation to achieve global standards in science and technology, we should be bringing in more renowned experts to interact with our students in schools and universities.

We may want our students to hear from, and be inspired by a Noble laureate in Physics, Chemistry or Biology, for example. These scholars, researchers and experts in science and technology will most likely speak in English.

Have we prepared our students the best we can? Many parents have expressed their disappointment at the abolition of PPSMI. There is still time to have a relook at the policy.

I urge the Education Ministry to go back to the “lab” and work out a solution that is more palatable to all.

by Liong Kam Chong, Seremban.

http://thestar.com.my/news/story.asp?file=/2010/5/24/focus/6323966&sec=focus

PUTRAJAYA: The Government is going ahead with the “Upholding Bahasa Malaysia, Strengthening Command of English” policy, which is expected to start in 2011.

“We want parents to give the Education Ministry the chance to implement the policy, especially in raising English proficiency among students, which is a matter of public concern,” he said, after chairing the meeting of the Cabinet Committee for Human Capital Development, here Monday.

Muhyiddin, who is also the Education Minister, was earlier asked to comment on the request by some schools and parents for Mathematics and Science to continue to be taught in English.

Last year, the Government announced that it would revert to the teaching of the two subjects in Bahasa Malaysia in national schools and the students’ mother tongue (Mandarin or Tamil) in national-type Chinese and Tamil schools from 2011, following the abolishment of the policy of Teaching of Mathematics and Science in English (PPSMI).

The Government also announced then the strategy of upholding Bahasa Malaysia and strengthening command of English in schools.

Muhyiddin said the Government had announced various transformation measures to strengthen English proficiency, such as increasing the hours for teaching the subject and recruiting better trained teachers in the subject.

“Fun will also be injected into the teaching of English to make it more interesting. We have tried some of the methods and they were found to be good.”

Muhyiddin said the Mathematic and Science textbooks in Bahasa Malaysia for the first year of implementation of the new policy were ready, while the overall preparations were now at the final stage. – Bernama

Source:

http://thestar.com.my/news/story.asp?file=/2010/5/17/nation/20100517204733&sec=nation

PETALING JAYA: The High Court declaration that it is not unconstitutional to teach Mathematics and Science in English has the support of teachers.

Said Sarawak Teachers’ Union president William Ghani Bina: “As far as we are concerned, we agree with the court’s decision.

“If the students (who filed the suit against the Government) want to appeal, that is their right, but we respect the court’s decision.”

National Union of the Teaching Profession (NUTP) secretary-general Lok Yim Pheng agreed, adding the court decision has to be accepted.

On Thursday, High Court judge Justice Mohd Zawawi Salleh declared that two circular, dated Nov 27, 2002, on the execution of the policy to teach Science and Mathematics in English were not unconstitutional.

Lawyer for the four students Mohamed Hanipa Maidin said that they would be appealing.

The four, who had tried to get the policy declared unconstitutional, had also wanted the High Court to compel the Government to change or restore the policy in accordance with the Constitution and other written law.

“The most important thing is that the Education Ministry is going to enhance the teaching of both English and Bahasa Malaysia through the MBMMBI (Policy for Upholding the Malay Language, Strengthening the Command of English),” said Lok.

She added that it was important for students to be given the opportunity to learn both languages well.

The Parent Action Group for Education (PAGE), who are strong supporters of the policy for the teaching Mathematics and Science in English (better known by its Malay acronym PPSMI), was happy with the High Court decision.

Its chairman Datin Noor Azimah Abdul Rahim said in a statement that while the group respects and accepts the ministry’s argument that some rural schools need to switch back to learning the two subjects in Bahasa Malaysia, schools that want to retain the PPSMI policy should be allowed to do so.

Linguistic Society of Malaysia advisor Prof Datuk Dr Nik Safiah Karim declined to comment on the implications of the decision but said the Education Minister should respect the decision he has made to revert to the teaching of the two subjects in Bahasa Malaysia.

In their suit filed in 2006, Mohammad Syawwaal Mohammad Nizar, Mohammad Fadzil Nor Mohd Rosni, Nur Najihah Muhaimin and Syazaira Arham Yahya Ariff had argued that the policy contravened Article 8(1) of the Federal Consti­tution because it “results in a big discriminatory gap between urban and rural students”.

Last July, Education Minister Tan Sri Muhyiddin Yassin announced that the teaching of Mathematics and Science would revert to Bahasa Malaysia in national schools, and Chinese and Tamil in the respective vernacular schools, by 2012.

by Tan Shiow Chin.

http://thestar.com.my/news/story.asp?file=/2010/5/9/nation/6225040&sec=nation

KUALA LUMPUR: In a test case brought by four students, a High Court has ruled that it is constitutional for Mathematics and Science to be taught in English.

High Court (Appellate and Special Powers) judge Justice Mohd Zawawi Salleh decided yesterday that two circulars on the policy to teach Science and Mathematics in English in national and vernacular schools did not contradict Article 152 of the Federal Constitution. (Article 152 states that the national language shall be the Malay language.)

The suit, filed by Mohammad Syawwaal Mohammad Nizar, Mohammad Fadzil Nor Mohd Rosni, Nur Najihah Muhaimin and Syazaira Arham Yahya Ariff, sought a declaration that the circulars dated Nov 27, 2002 on the execution of the policy was unconstitutional, null and void and of no effect.

by M. Mageswari.

http://thestar.com.my/news/story.asp?file=/2010/5/8/nation/6215175&sec=nation

OUR children are at the crossroads when dealing with language in Malaysia. They lament that the moment they are out of school, they discover that they need English in almost every aspect of their daily and academic life, especially if they live in cities. Only when they go to the wet market do they converse in Bahasa Malaysia. Even then, it is pasar Malay or the dialects of the vendors.

They say that firstly, when they surf the Internet, the majority of the sites they visit are in English. The only sites in Bahasa Malaysia are those of government agencies and ministries, but they do not surf government sites every day. For all we know, some ministries have also put up English sites to help their international counterparts.

Secondly, all brochures of goods, hotels, shops and organisations are in English, except for those of the Government. Employers want workers who can converse and write in English. Those poor in English lose out.

Thirdly, certain careers require the absolute use of English. One such example is the aviation industry. A pilot trainee said nothing whatsoever in his training is conducted in Bahasa Malaysia. He finds his friends poor in English face difficulty studying and communicating. Not being able to decipher the English instruction may cause mishaps on runaways. So do his friends who do medicine and law in India.

To apply for jobs, our children need to write letters and resumes in English. Their friends who are in colleges and universities also need to write assignments in English.

Similarly, in entertainment, especially music and songs, they listen to the English ones. The Astro guide and TV schedules are in English. Informative and academic channels on Astro like National Geographic, History, Discovery and Science are in English. So is the news over CNN, BBC and Al-Jazeera. Their favourite shows of sports, cars and entertainments are all in English.

The language used in the brochures of imported goods is none other than English, even if they are produced in China or the Middle East. Books sold on the Amazon.net are almost all written in English.

Likewise, signboards and notices, apart from the Government ones, are almost all in English. Instructions on vitamin and pharmaceutical bottles are all in English and so are the manuals of scientific and engineering gadgets and equipment. Even when we go to Mecca to perform Umrah and Haj, the signs are in English, French and Arabic, not Bahasa Malaysia.

Thus, why do we want to switch back to Bahasa Malaysia in teaching important subjects at schools? Lengthening the hours to teach English during English lessons will be less effective compared to doing the content subjects in English.

Learning content subjects in English is killing two birds with one stone. One will acquire the language and learn the subject, and the language learnt in this manner will be more authentic.

Let the generation who began their Mathematics and Science in English at schools in 2005 finish their education in English. Let them be the generation to revive the good English we once had. Let them help us be more competitive in the global market, and let them teach the generation after theirs this language of academic and this language of the world.

DR ABU BAKAR ABDUL MAJEED,

DR MEGAWATI OMAR,

Research Management Institute

UITM, Shah Alam.

http://thestar.com.my/news/story.asp?file=/2010/5/7/focus/6211866&sec=focus

COMPLETING Maths and Science homework may be a “necessary pain” for some students, but this is hardly the case for Meor Arif Afiq Nor Azmi, 16, from SMJK Confucian, as he regularly scours through The Star’s F123 and F4F5 pullouts.

“At times, we use the F123 and F4F5 pullouts in school, but my mother also buys the pullouts for me to do as revision at home.”

He adds that the Maths and Science guides, which could easily be made into mini booklets, are very helpful and fun to learn from because they are always filled with quirky fun facts, activities and memory boosters.

“From the pullouts, we learn how things we study are applied in our everyday life, rather than just the theory.”

Meor Arif Afiq is lucky to be a student from one of the four Klang Valley schools that will be receiving sponsored copies of F123 and F4F5 in their classrooms, thanks to Agilent Technologies in Malaysia.

Mohamad Anwar (standing, third from left) holding the mock cheque together with Abdul Halim and The Star executive editor Leanne Goh. With them are circulation senior executive Alvin Liew (far right), teachers and students with copies of the pullouts.

At the mock cheque presentation ceremony held recently, Agilent Technologies Sales South Asia Pacific Electronic Measurement Group (EMG) vice president Mohamad Anwar Au said the F123 and F4F5 pullouts fit in very well with the company’s goal to help develop students with the right focus.

“Education is a process, and it is important to start in school if we want to produce graduates and bright young minds who have the ability to think out of the box.”

In his speech, Federal Territory Education Department Schools Administration head Abdul Halim Ismail said that the contents of the pullouts had proven to be beneficial for students.

“The ministry would like to see teachers show creativity in their teaching. So it is up to teachers to adopt such materials for use in their classrooms,” he said.

SMK (L) Methodist teacher Loo Mee Keun said that the pullouts were useful as a teaching tool because the language used was simple and appropriate.

“There are also pictures and graphics in the pullouts that help explain the Science concepts well. I also like the fact that the contents are always changing and current issues are addressed.”

A mother herself, Loo added that she sometimes used the F123 pullouts to teach her daughter who is still in primary school.

The company will be sponsoring RM10,000 worth of F123 and F4F5 pullouts for the whole school year.

The four schools receiving sponsored copies of the Science and Maths pullouts are SMK Pandan Mewah, SMK (L) Methodist, SMK Sri Petaling, and SMJK Confucian.

F4F5, which caters to upper secondary students, is distributed through school subscription every second and fourth Monday of the month.

Meanwhile, the F123 pullout, designed for students in Forms One, Two and Three is distributed every first and third Monday.

Launched in 2008, the two 40-page pullouts are written by specialists and teachers and offer syllabus-based content, English-Malay translations of common scientific terms, and activities related to real-life phenomena and general knowledge.

To subscribe, call The Star’s audience development unit at 03-7967 1777 (direct line) or 03-7967 1388 ext 1152 or 1160, from Monday to Friday, between 9am and 5.30pm.

by Alycia Lim.

http://thestar.com.my/education/story.asp?file=/2010/3/14/education/5826796&sec=education