As one of the instructors who trains prospective mathematics teachers who will later be placed in schools throughout Malaysia, I often remind them that their responsibilities are enormous, particularly in mathematics. Having recently completed teaching the Mathematics Education Lab (SHPM 2332) course, I emphasise that it is my responsibility to ensure that prospective teachers are equipped with the knowledge, skills, and manners needed to meet the challenges of teaching today’s generation. Beyond that, everything depends on them. In this course, they are equipped with the knowledge, skills, and manners highlighted in the Technological Pedagogical Content Knowledge (TPACK) model, which is highly relevant to their future careers.

While studying, they must not only master abstract, in-depth mathematical content but also develop pedagogical knowledge to convey these concepts effectively to students with varying ability levels and learning backgrounds. They also need to master digital technology and artificial intelligence (AI) applications, as well as 21st-century teaching approaches, which are increasingly in demand across the education system. At the same time, prospective teachers need to balance academic commitments, teacher training, research, and professional development while developing an identity as ethical, resilient educators who can adapt to the changing national education landscape. For example, when they were in secondary school a few years ago, the Mathematics curriculum they followed referred to the Secondary School Standard Curriculum (KSSM), whereas, when they are placed in schools later, they must be prepared for the new curriculum, namely the 2027 Education Curriculum (KP2027), which will begin next year. The same applies to the education plan that has been an important reference in the national education system, where, while they were in school, the Malaysian Education Development Plan (PPPM) 2013–2025 was used as a guide, while the Ministry of Education is now introducing the Malaysian Education Plan (RPM) 2026–2035. In this regard, they should always be prepared for change and set their intention to pursue employment in a field of worship, since they will spend more than half of their lives working. All actions and efforts must be guided by the National Education Philosophy (FPK) and UTM’s motto, “In the Name of God for Mankind.”

Becoming a teacher makes the challenges faced more complex. Many students enter the classroom with a weak mathematical foundation, stemming from a lack of mastery of basic concepts from the early stages of schooling. Mathematics is often considered a difficult subject because its concepts are abstract and involve various formulas, theorems, and so on. This situation has major implications because mathematics is a cumulative discipline, meaning that mastery of a topic depends on understanding previously learned concepts. Weaknesses in basic operations, fractions, ratios, or early algebra will cause students to continue struggling with more complex topics. The learning matrix for Year 4 and Form 3, introduced earlier, also includes Mathematics. The main role of mathematics teachers in implementing the Learning Matrix (Years 4 and 3) is to facilitate interventions and monitor students’ mastery. It serves as an indicator of the health of centralised learning, allowing teachers to identify gaps in initial understanding and provide targeted support before students move on to the next level. Teachers use matrix data to specifically identify mathematical topics or concepts that students have failed to master. Teachers then design more specific modules or remedial activities for Year 4 students (especially to build a strong foundation before secondary school) and for Form 3. Thus, Mathematics teachers not only need to teach current content but also often have to review and reinforce students’ basic knowledge before new learning can continue. This is clear from the concept of formative assessment, which is always emphasised throughout their education programme. At the same time, teachers need to increase students’ motivation for subjects that are often considered difficult, integrate technology and AI ethically, implement meaningful assessments, and fulfil various administrative and co-curricular responsibilities. This challenge becomes even more significant when public examination results show that Mathematics is still among the core subjects with the most worrying performance in the Certificate of Education Malaysia (SPM), with a consistently high failure rate each year. Furthermore, mathematics, along with science, is a subject assessed in the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA).

Therefore, Mathematics teachers bear a huge responsibility not only to improve students’ academic achievement, but also to build confidence, logical thinking, and problem-solving skills, which form the foundation of lifelong learning and meet the country’s need to produce highly skilled human capital. As they resolve to become educators when filling out the UPU application, taking the Malaysian Educators Selection Inventory (MedSI) test, attending an interview, following an educational programme for at least four years at UTM, including completing a Teaching Practical course and finally becoming Mathematics teachers, they should return to their original intention by focusing on the National Education Philosophy and UTM’s sacred motto, In the Name of God for Mankind.

By Assoc. Prof. Dr. Abdul Halim Abdullah, Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia (UTM)