Criticism of KBAT and its successor's recommendations

Abstract

After realising failures in previous imported approaches in mathematics educations, the latest attempt to improve the situation, the Ministry of Education once again adopted an imported brand of mathematical method of education, HOTS, translated into KBAT (Kemahiran Berfikir Aras Tinggi), which was originally created by Blooms more than fifty years ago. It is argued that any imported educational product which is not tailored to local needs and culture of education or in short, not properly indigenised before hand will definitely face a failure. This is even more relevan in the case where the product has been subject to severe criticism by the Western scholars themselves. Features of inappropriateness and criticisms of HOTS methodically by the Western scholars vis-à-vis of our culture are discussed in details. We also highlight some of the features in HOTS which are irrelevant to the exact nature of the solving methods and development of mathematics; and some features which do not facilitates the nature of mathematics that we ought to develope based on our own mould. Furthermore, since KBAT is envisaged to be implemented for sometimes, we also provide some suggestions for modifying HOTS in order to make it nearer to our cultural needs.