Welcometo

Universiti
Putra
Malaysia–1Our Mission“To be a leading centre of learningand research, contributing not only
towards human advancement anddiscovery of knowledge but also to
wealth creation and nation building”.

The origin of Universiti Putra Malaysia
School of Agriculture (1930) —–2

Universiti Putra
Malaysia
UPM started with 3 faculties — agriculture,
forestry, and veterinary medicine & animal
science — and a division of basic sciences.
Since then, 13 faculties, 2 Schools, 6 institutes
and 8 centres have transformed UPM into a
Science and Technology (S&T) University.
Today, UPM is one of the largest S&T
universities in Malaysia with over 1,500
academic, 2,200 nonnon-academic staff and about
34,600 undergraduates and postgraduates
students in Serdang campus.

UPM Serdang Campus• Forestry
Faculties (13)• Human Ecology• Agriculture• Medicine & Health• Computer Science &Sciences
Information Technology• Modern Languages &• Design & Architecture
Communication• Economics &• Science &Management
Environmental Studies• Educational Studies• Veterinary Medicine• Engineering
Schools (2)• Food Science &• Graduate School
Biotechnology• Malaysian Graduate School of Management–3Institutes: (07)Institute of Bioscience (IBS)
Institute of Distance Education & Learning(IDEAL)
Institute of Advanced Technology (ITMA)
Institute of Multimedia & Software
INSTITUTE FOR MATHEMATICAL RESEARCH (INSPEM)
Institute of Community Development andYouth Studies (PEKA)
Institute of Gerontology (IG)Centres: (8)Computer Centre External Programme Centre Islamic Centre
 Sultan Salahuddin Abdul Aziz Shah
Cultural & Arts Centre University Business Development
Centre Research Management Centre (RMC)
 Knowledge Management Centre (PPI) University Agriculture Park (TPU)–4

Research & Development
Research & Development

Research allocation (RM-7)
A premier R&D agency in Malaysia.
Received RM123.1 million supporting 646
projects for research under IRPA including
RM7.5 million for 9 top down biotechnology
projects in the 7th Malaysia Plan (1996(1996-2000),
RM36.5 million from Research Contracts, andRM7.81 million for Consultancy fees .
In addition, RM 10 million was allocated forshortshort- term grant supporting 1,108 projects
on fundamental research.
(Total RM185.5 million)–5International Grants
Australian Centre for International
Agricultural Research (ACIAR)
Asian Development Bank (ADB)
Food and Agriculture Organisation (FAO)
International Atomic Energy Agency (IAEA)
International Foundation of Science (IFS)Japanese International Cooperation Agency(JICA)

Awards and Prizes at a Glance(2000-2001)¾ International Awards (22)¾ MPKSN Young Scientist Awards (7)¾ Academy of Science Malaysia

Memberships (7)¾ Associations/Competitions Awards (9)¾ National Exhibitions Awards (24)¾ UPM Inventions & Research Awards (56)¾ Fellowship Awards (16)¾ International Postgraduate StudentsAwards (18)¾ Postgraduate Awards (10)Total: 214 ¾ Other Awards (45)–6Multimedia Super Corridor

http://www.inform.upm.edu.my

Welcome to
Institute for Mathematical Research(INSPEM/INFORM)–7

HISTORY
Third National
Symposium of
Mathematical Sciencein 1988

The Institute For Mathematical
Research was established on :1st April 2002
Main objectives :To provide opportunities forand carry out research inmathematics in a focused
and an integrated manner
among mathematicalscientists inside andoutside UPM, local andinternational.

–8THE 5 OBJECTIVES OF
INSPEM…
•To seek the best ways to increase mathematical literacy.
•To popularise the use of mathematics among the populace.
•To carry out “high-end” research in mathematics, andin areas whose major component is mathematical in nature.
•To develop linkages with agencies, local and abroad inmathematical research.
•To publicize products of research to the general public
especially among the end-users.

Research Activities in INSPEM Covers The General
Areas of:-

1.Research in the field of pure,applied mathematics and statistics.
2.Applications of mathematics.
3.Mathematics education.
4.Mathematical literacy andpopularizations of mathematics.

–9

Laboratories in INSPEM•Theoretical Mathematics

Fields of research•Statistics & Applied Mathematics•Mathematical Sciences & Applications•Mathematical Education and Literacy•Pure Mathematics•Applied Mathematics•Statistics•Mathematics Education and Literacy

Category of Researchers in INSPEM•PERMANENT RESEARCHER–あ•ASSOCIATE RESEARCHER•VISITING SCIENTISTS•FELLOWS•POST-DOCTORAL•POSTGRADUATE

Research Grant
6
5
4
Grant Allocation(IRPA+
FUNDAMENTAL)

5
4

3
2

3

1

2
1

0
Theoretical
Stat. &
Math. Sc. &Math.
Applied Math.
App.

Math.
Infrastructure
Literacy &Educ.

Laboratory

Value: RM 1,211,460.00

–10

IRPA
RESEARCH TITLE

ALLOCATION

1Interactive and Animated Mathematics for Math
Education

RM 185,000.00

2

A Study of Mathematical Values Among MalaysianMathematics Secondary School Teachers

RM 197,160.00

3Enhancing Mathematics Learning for Lower Secondary
School Students Using Multimedia Mathematics
Courseware

RM 146,800.00

4

TreeTree-Structured Regression Model for the
Subdistribution of Competing Risk

RM 94,500.00

5

Analysis of Survival Data for LongLong-Term Survivors andRecurrent Event Data

RM 88,000.00

TOTAL

RM 711,460.00

FUNDAMENTAL
TITLE
1

ALLOCATIONOn the RSARSA-type Cryptosystem

RM 50,000.00

2

Decomposition of Continuity and Generalized Lindelof Spaces

RM 50,000.00

3

Confidence Bands for Survivor Function of Air Pollutant (Carbon
Monoxide) using Exponential Distribution under Double Type II
Censoring with Bootstrap Percentile

RM 47,000.00

4

Modelling Spatial Phenomena and Time Series Data of Selected
Variables

RM 10,600.00

5

Embedded Diagonally Implicit RungeRunge-Kutta Methods for Solving
Initial Value Problem in Parallel

RM 42,500.00

6

A Study of Wave Propagation Characteristics due to WLAN
transmitter
Comparative Study of Tertiary Mathematics Education in Malaysia
and United States

7

RM 95,000.00
RM 52,500.00

8

Design and Development of Learning and Research Math Lab

RM 52,400.00

9

Infrastruktur Penyelidikan

RM 100,000.00
TOTAL

RM 500,000.00–11

Number of Presentations

28

28
WEEKLY SEMINAR PRESENTATIONS

22

21

21
18

14

7

7

Total:96

0

Theo. Math.

Stat. & Applied
Math.

Math. Sc. &Appl.

Math. Lit. &Educ.

External

Laboratori

Lab.

Visiting Scientists
CATEGORYLABORATORYRESEARCH TITLE

1.

Prof. Dr.
Howard A.
PeelleNAME

INSTITUTE
University of
Massachusetts,USA

15/2/03 –14/6/03

DATE

Fulbright
ScholarMath. Literacy& Education

Mathematics & Computer
Sciences Education

2

Prof. Madya Dr.
Thomas Bier

3/3/03 9/4/03

Visiting
Scientist

Theoretical
Mathematics

Linear Algebra,
Cryptography

3Prof. Dr.
Ashurov
Ravshan
Radjabovich

Universiti
Malaya,Malaysia
Tashkent Region
State of
Pedagogy
Institute,Tashkent,
Uzbekistan

10/12/03 –24/12/03

Visiting
Scientist

Theoretical
Mathematical

Differential Equation

4

Dr. Mohammad
Alinor Abdul
Kadir

Universiti
Kebangsaan
Malaysia,
Malaysia

1/3/04 –31/5/04

Visiting
Scientist

Math. Literay &Education

Phenomenology inMathematics

5

Prof. Madya Dr.
Mohd.
Mohd. Salmi Md.
Md.
Noorani

Universiti
Kebangsaan
Malaysia,
Malaysia

1/6/04 –31/8/04

Sabatical

Mathamatical
Sciences &Applications

Fluid Dinamic

6

Dr. Dalabaev
Umurdin

University ofWorld Economy
and Diplomacy,
Tashkent,
Uzbekistan

17/8/04 –31/1/05

Visiting
Scientist

Mathamatical
Sciences &Applications

Difference Schemes for
The Equation of One and
TwoTwo-Phase Flow

–12

COUNTRY

VISITORSTOTAL

MALAYSIA

19

JEPUN

4

UZBEKISTAN

3

USA

3

UNITED KINGDOM

2

RUSIA

2

VIETNAM

1

AUSTRIA

1

OMAN

1

ROMANIA1

POLAND

1

NETHERLANDS

1

AUSTRALIA

1
TOTAL

40

Research ProgrammeLab. of Theoretical Mathematics¾Functional Analysis¾Mathematical Cryptography¾Graph Theory¾Differential Algebra¾Topology¾Number Theory

Lab. of Mathematical Sciences and Applications¾Mathematical Virtual Environment¾Cryptographical Design¾Physical Mathematics¾Engineering Mathematics¾Economics Mathematics¾Computer Aided Instructions¾Industrial Mathematics¾Biological Mathematics¾High Performance Computing

Lab. of Statistics and Applied Mathematics¾Numerical Analysis¾Survival Analysis¾Mathematical Modelling¾Optimization¾Time Series and Spatial Modeling¾Statistical Modelling and Inferences

Lab. of Mathematics Education and Literacy¾Mathematical Pedagogy¾Ethnomathematics¾Mathematical Literacy¾Evaluation in the Teaching and Learning
Mathematics¾Development and Evaluation of Medium of
Instructions

The above research program are available for postgraduate researchresearch–13

Hanoi, Vietnam

Mils Electronics,
Innsbruck, Austria

Macrosystem,
Warsaw, Poland

International Linkages
Sail Lab,
Vienna,Austria

University of
Massachusetts,USA

For Further Information
Director
Institute for Mathematical Research
Universiti Putra Malaysia
http://www.inform.upm.edu.my–14

MATHEMATICSEDUCATION IN MALAYSIAASSOC. PROF. DR ROHANI AHMAD TARMIZIASSOC. PROF. DR. WAN ZAH WAN ALI
UNIVERSITY PUTRA MALAYSIASERDANG SELANGOR
MALAYSIA

Introduction
 Some historical perspective…..
 The Way Forward – VISION 2020……
Malaysia as a developing nation is striving
and aiming to be a fully developed andindustrialized country by year 2020.
 It was also emphasized that Malaysia
should not be developed only in theeconomic sense but aimed at fully
developed along all the dimensions namely:–15

 National unity – harmony and fair partnership Values – strong in religion and spiritualvalues Psychologically – faith, confidence, andquality life
 Society – tolerant, profess customs andreligious beliefs yet with national pride andconfidence Progressive society – contributor to scientificand progressive society Economically – fair and equitable distributionof the nation’s wealth

Globalization perspective…
 In this era of globalization and the borderless globe,
being conversant in English is of paramountimportance if one wants to be a global player
 This has led the Malaysian government to make adecision of policy transformation –– to put emphasis on information technology starting from theprimary school level– to change the medium of instruction in the teaching of scienceand mathematics from the national language (Bahasa(Bahasa Melayu)
Melayu)to English beginning from 2003 for Year I, Form I and Lower
Six classes–16 Hence change in teaching instruction is in lieu
and thereby students achievement will be
improved in line with the national VISION.
 Recently (middle of year 2002) teaching andlearning takes on a new platform with theintroduction of the new policy… English for the
Teaching of Mathematics and Science (ETeMS)
 While this issue had and is still been highly
debated, the policy was implemented beginning
academic year 2003.

Provisions Given to Schools
 Notebooks
 LCD projector
 screen text resources multimedia interactive softwares
 RM 10,000.00 for supplementary materials
 every teacher provided with scripts
containing guide questions–17

NATIONAL PHILOSOPHY OFEDUCATION
Education in Malaysia is an ongoing effort towards
developing the potential of individuals in a holistic andintegrated manner, so as to produce individuals who areintellectually, spiritually, emotionally and physicallybalanced and harmonious based on a film belief in anddevotion to God. Such an effort is designed to produce
Malaysian citizens who are knowledgeable andcompetent, who possess high moral standards and who
are responsible and capable of achieving a high level of
personal well being as well as being a able to contributeto the harmony and betterment of the family, society andthe nation at large.

Based on the National Philosophy
and Recent Developments Several divisions and centers in the Ministry of
Education were involved in developments,
standardizing and quality assurance of thecountry’s education program.
 Firstly: The Curriculum and Development Center
under the Ministry of Education has set therequired curriculum for the school levels both at
the Primary Education and Secondary Education–18

Based on the National Philosophy
and Recent Developments
 Secondly: The School Division also under
the Ministry of Education set forth the
Teacher Education curriculum and is used in
Teachers’ Training Colleges in the country.
Teacher trainees undergo a three year
program and were posted at primaryschools.

Based on the National Philosophy
and Recent Developments
 The Higher Education Division undertook the taskof monitoring, standardizing and quality assuringof Mathematics Teacher Education Program. This
program is conducted in the universities. A four
year integrated program (mathematical andpedagogical content) was conducted withapproximately three months of teaching practices
at the end of the program. The teacher graduates
are posted in the secondary schools.

–19AIM OF PRIMARY SCHOOL
MATHEMATICS
The Primary School Mathematics Curriculum
aims to build pupil’s understanding of number
concepts and their basic skills in computationthat they can apply in their daily routines
effectively and responsibly in keeping with theaspirations of a developed society and nation,
and at the same time to use this knowledge tofurther their studies

PRIMARY SCHOOL MATHEMATICS•The content of the primary mathematics curriculum,
may it be before the 1960s, in the 1970s up till the year
2004 had not differed much.
•Young children are taught about types of numbers,
operations on these numbers, learning aboutmeasurement of length, weight, and time which include
conversion from one unit to another unit, and learning
about space and dimensions.
•Problem solving remains as the ultimate goal inmathematics learning.

–20

CONTENT ORGANIZATION OF
PRIMARY MATHEMATICS¾Encompasses four main areas – Numbers,
Measures, Shape and Space & Statistics.
NumberWhole Number
Fractions
Decimals
Money
Percentage

Measures
Time
LengthMassVolume of Liquid

Statistics
Shape and Space
TwoTwo-dimensional Shapes Average Data
Representation
ThreeThree-dimensional
ShapesAIM OF SECONDARY SCHOOL
MATHEMATICSThe aim of the Secondary School Mathematics
Curriculum is to develop individuals who canthink mathematically, competent in applying
mathematical knowledge effectively andresponsibly, in solving problems and making
decisions in facing challenges in daily pursuits,
in time with the development of science andtechnology.

–21

SECONDARY SCHOOL
MATHEMATICS•The mathematics for the secondary school
students in Japan and Korea almost cover all
the mathematics content in the first year of
universities in most countries.
•In
Malaysia,thesecondaryschoolMathematics curriculum provides a basis forany university education.
•However, students who intend to further theirstudies in areas that require higher level ofmathematics knowledge have to undergo the
Additional Mathematics curriculum.

CONTENT ORGANIZATION OFSECONDARY MATHEMATICS
Based on three major areas in mathematicsi) Numbersii) Shapes and Spaceiii) Relationship
Learning about Numbers
Develops students’ ability in doing
computations, estimation, analysis andproblem solving.

–22

CONTENT ORGANIZATION OFSECONDARY MATHEMATICS
Learning About Shapes and Space
Enables students in solving geometrygeometry-related problems
effectively, develop their thinking on visual andappreciation of aesthetic values abound in shapes andspace around us.
Learning About RelationshipKnowledge on relationship between entities inmathematics, such as laws, rules and theorems arebasic to any mathematics curriculum. It aids problem
solving and communications in mathematics

Additional Mathematics Curriculum•Content of the Additional Mathematics curriculum is offeredin two packages - Core Package and Elective Package.
•
The Core Package is compulsory for all students who opt
for this subject. It consists of five components:
Geometry – coordinate geometry, vector
Algebra – function, quadratic function, index
and logarithm,
Calculus – differentiation, integration
Trigonometry – trigonometric function
Statistics – statistics,permutation, combination•

The Elective Package consists of two packages:
Application for Science and Technology Package; andApplication for Social Science Package.

–23

Additional Mathematics Curriculum•Content of the Additional Mathematics
curriculum is offered in two packages - Core Package
and Elective Package.
•
The Core Package is compulsory for all
students who opt for this subject. It consists of fivecomponents:
Geometry component;
Algebra component;
Calculus component;
Trigonometry component andStatistics component.

EMPHASIS IN TEACHING AND
LEARNING
Problem Solving in Mathematics
Problem solving is the main focus in the teaching andlearning of mathematics. Understanding mathematicalprocedure and solving problems are two skills thatemerge naturally when relational understanding isfocused upon. The skills involved are:- Interpreting problems- Planning the strategy- Carrying out the strategy- Looking back at the solutions–24

EMPHASIS IN TEACHING AND
LEARNING
Communications in Mathematics¾ sharing of ideas¾ clarify understanding of mathematics¾ reflecting, discussing and modifying
mathematical ideas¾ able to explain concepts

EMPHASIS IN TEACHING AND
LEARNING
Mathematical Reasoning
Logical reasoning of thinking is the basis forunderstanding and solving mathematical problems.
Pupils are encouraged to predict and guess work in theprocess of seeking solutions. Pupils at all levels have to
be trained to investigate their predictions or guesses byusing concrete materials, calculators, computers,
mathematical representation and others. Logicalreasoning has to be infused in the teaching ofmathematics so that pupils can recognize, construct andevaluate predictions and mathematical arguments.

–25

EMPHASIS IN TEACHING AND
LEARNING
Mathematical Connections
In the mathematical curriculum,
opportunities for making connections
must be created so that pupils canlink conceptual to proceduralknowledge and relate topics inmathematics with other learning
areas in general

EMPHASIS IN TEACHING AND
LEARNING
Application of Technology
The application of technology helps pupils tounderstand mathematical concepts in depth,
meaningfully and precisely, thus enabling themto explore mathematical concepts. The use of
calculators, computers, educational software,internet and available learning packages canhelp to upgrade the pedagogical skills in theteaching and learning of mathematics–26

APPROACHES IN TEACHING AND
LEARNING¾ Pupil centered learning¾ Use of relevant, suitable and effective teachingmaterials¾ Cooperative learning¾ Contextual learning¾ Constructivist learning¾ Mastery learning¾ InquiryInquiry-discovery¾ Formative evaluation¾ Summative evaluation–27