LETTER | Dear editor, back in the early 1970s, when I was slogging through Additional Mathematics and Form Six Maths, I remember sitting there thinking… what on earth is cosine for?

Sine, integrals, derivatives - they all felt like these abstract hoops to jump through, completely separate from anything real.

It’s such a strange paradox: we spend years learning these beautiful ideas, but no one ever shows us why they matter. And honestly? If we want kids to actually like math, we’ve got to fix that disconnect.

Let me be honest with you: for years, we’ve been quietly celebrating how almost every Malaysian child has a seat in a classroom. But here’s the uncomfortable question we keep avoiding - are they actually learning? And in mathematics, the answer is often no.

When international reports come out showing Vietnam outperforming Malaysia in math, despite spending less per student, we tend to shrug it off. But we really can’t afford to anymore. Vietnam’s success isn’t a fluke. It’s a quiet revolution we’d be foolish to ignore.

Deficiencies in the system

Here’s the thing. Our math curriculum has been shaped by exams - big ones like SPM. And that’s changed what “success” means.

Instead of understanding why a formula works, students are trained to spot patterns, memorise steps, and spit out answers before the clock runs out. Sure, they might pass. But do they truly understand? Often, no.

That creates a strange paradox. A kid can spend 11 years in school, yet still struggle with basic numeracy or simple algebra. And it’s not just about test scores - it leaks into everything. Without solid math foundations, how can we expect students to thrive in Stem? How can we build a workforce ready to innovate?

Now look at Vietnam. They don’t have fancy tech or bottomless budgets. What they have is discipline and coherence.

They teach fewer topics, but deeply. Students don’t rush from one chapter to the next; they master before moving on. Teachers are rigorously trained. Lessons are step-by-step. And the result? Consistently high performance in global assessments like Pisa.

Malaysia, on the other hand, suffers from a packed syllabus. Topics piled on top of each other. Teachers, stressed and rushed, end up teaching to the test.

That might boost exam results briefly, but it kills genuine learning. Worse, it makes kids hate math. They start seeing it as a bunch of random rules instead of something logical and even beautiful.

So yes, reform isn’t optional. It’s urgent. But tweaking the syllabus every few years won’t cut it. We need a real overhaul.

Revamping education

First, slim down the curriculum. Teach less, but teach it well. Focus on number sense, fractions, algebra, and logical thinking. Mastery, not exposure.

Second, change how we assess. As long as exams rule everything, teaching will stay narrow. We need projects, open-ended problems, and real-world applications. Not lowering standards - just redefining what success looks like.

Third, invest in teachers. A great curriculum means nothing without great educators. Ongoing training, support, and trust - not more pressure.

Fourth, don’t leave rural schools behind. Any reform must come with extra help for under-resourced schools. Otherwise, inequality just gets worse.

And here’s a critical point: don’t copy Vietnam blindly. We have our own culture, language, and challenges. But the core principles - clarity, consistency, and depth - are universal.

Of course, change will be hard. People resist. Old habits die hard. But doing nothing is far more dangerous. A generation of students unprepared for the future? That’s a risk we simply cannot take.

Let’s stop celebrating small wins or isolated success stories. We need a bold, honest vision - one that puts real understanding at the heart of learning. Malaysia has no shortage of smart, capable kids. What we lack is a system that nurtures them properly.

Vietnam showed it’s possible. Now it’s our turn to listen, learn, and act. Not out of panic, but out of genuine hope for a better future.

The views expressed here are those of the author/contributor and do not necessarily represent the views of Malaysiakini.