The current mathematics curricula for primary and junior (lower) secondary levels were implemented in 2002 and 2001, respectively. These curricula prioritize not only the acquisition of subject-specific knowledge and skills but also the development of general skills, fostering positive attitudes toward mathematics, and promoting the responsible use of information technology.
The curriculum guides for mathematics education, published by the CDC (Curriculum Development Centre), clearly articulate the objectives for primary and secondary mathematics education. The primary mathematics curriculum aims to:
- Spark interest in mathematics learning.
- Facilitate students’ comprehension and acquisition of fundamental mathematical concepts and computational skills.
- Cultivate creativity and the capacity for critical thinking, effective communication, and problem-solving.
- Nurture students’ understanding of numbers and spatial relationships, along with an appreciation for numerical patterns and geometric structures.
- Strengthen students’ lifelong learning capabilities through foundational mathematical knowledge.
The primary level curriculum encompasses five key content areas: Number, Shape and Space, Measurement, Data Handling, and Algebra. The introduction of Algebra occurs at Grade 5 (Primary 5). The provided exhibit outlines the specific mathematics topics covered within each content area at the primary level.
Exhibit 1: Mathematics Topics Taught at the Primary Level, Grades 1–6 (Primary 1–Primary 6)
| Content Area | Topics |
| Number | Whole numbersThe nature of numbersFractions, decimals, and percentagesCalculating devices |
| Shape and Space | LinesAnglesDirectionsTwo-dimensional shapesThree-dimensional shapes |
| Measurement | MoneyLengthTimeWeightPerimeterAreaVolumeSpeed |
| Data Handling | Statistics (e.g., pictograms, bar graphs, etc.) |
| Algebra* | Algebraic symbolsEquations |
The objectives of the secondary mathematics curriculum are as follows:
- Foster the development of students’ mathematical conceptualization, inquiry, reasoning, and communication skills, enabling them to apply mathematics in problem-solving across everyday life and mathematical contexts.
- Equip students with the proficiency to manipulate numbers, symbols, and other mathematical elements effectively.
- Cultivate in students a strong grasp of numbers, symbols, spatial relationships, measurement, and an appreciation for mathematical structures and patterns.
- Cultivate positive attitudes toward mathematics and an appreciation for the aesthetic and cultural dimensions of this discipline.
At the junior (lower) secondary level, the mathematics curriculum builds upon the foundation laid in primary education by integrating the five content areas into three primary learning domains: Number and Algebra; Measurement, Shape, and Space; and Data Handling. The presented exhibit details the specific mathematics topics covered within each content area at the junior (lower) secondary level.
Exhibit 2: Mathematics Topics Taught at the Junior (Lower) Secondary Level, Grades 7–9 (Secondary 1–Secondary 3)
| Content Area | Topics |
| Number and Algebra | Directed numbers and the number lineNumerical estimationApproximation and errorsRational and irrational numbersPercentagesRate and ratioFormulating problems with algebraic languageManipulation of simple polynomialsLaws of integer exponentsFactoring simple polynomialsLinear equations in one unknownLinear equations in two unknownsLinear inequalities in one unknownIdentitiesFormulas |
| Measurement, Shape, and Space | Estimation in two- and three-dimensional figure measurementArea and volumeIntroduction to geometryPythagorean theoremTrigonometric ratios and using trigonometryTransformation and symmetryIntroduction to coordinatesCoordinate geometry of straight linesIntroduction to deductive geometryCongruence and similarityAngles related to lines and rectilinear figuresQuadrilaterals |
| Data Handling | Introduction to various stages of statisticsConstruction and interpretation of simple diagrams and graphsMeasures of central tendencyIntroduction to probability |
