Malaysia faces ongoing challenges in improving student performance in mathematics, as reflected in the latest Programme for International Student Assessment (PISA) results released in 2026. Experts have called for comprehensive reforms focusing on strengthening foundational mathematical skills and shifting away from rote learning methods to address the decline in mathematics literacy.
According to Education Minister Datuk Seri Fadhlina Sidek, Malaysian students recorded a three-point increase in Science scores to 419 and a five-point rise in Reading scores to 393 compared to PISA 2022. However, mathematics scores fell by 11 points to 397. The Organisation for Economic Co-operation and Development (OECD) data indicated Malaysia’s Science ranking dropped by 10 places, while its Reading ranking improved slightly by two spots.
Academic leaders highlight a critical need to enhance early education in mathematical concepts. Prof Datuk Dr Ahmad Ibrahim of UCSI University’s Tan Sri Omar Centre for Science, Technology and Innovation Policy pointed to persistent difficulties among students in mastering basic topics such as fractions, which undermines their ability to understand more advanced material. He emphasized that the national curriculum should prioritize conceptual understanding during the primary years rather than encouraging memorization of procedures without comprehension of underlying principles.
“Reforms must encourage teaching methods that help students grasp the ‘why’ behind the ‘how,’” Ahmad said, underscoring the importance of building a strong conceptual framework before progressing to complex topics.
Similarly, Prof Datuk Dr Noraini Idris, President and Founder Emerita of the National STEM Association, advocated for improvements in the presentation of core mathematical concepts. She suggested that refining the way subjects like quadratic equations are introduced in textbooks could help students develop a more intuitive understanding.
Representing the teaching profession, National Union of the Teaching Profession secretary-general Fouzi Singon cautioned against interpreting the poor mathematics results as a direct reflection of teacher performance. Instead, he said the results indicate the need to identify and address learning gaps early in the education process. “When these learning gaps at the primary level are not addressed early, teachers at the secondary level inherit students who may already have years of accumulated difficulties,” he said.
Parent Action Group for Education Malaysia (PAGE) President Datin Noor Azimah Abdul Rahman welcomed improvements in reading scores but insisted that continuous monitoring and thorough evaluation of educational programs are essential to maintain progress.
In response to the PISA findings, Minister Fadhlina noted that targeted initiatives are in motion to tackle the shortcomings revealed by the assessment. Central among these is the Malaysian Mathematics Education Transformation Plan 2026–2035, which aims to overhaul the teaching and learning of mathematics across the country.