A comparative study of geometry education approaches in secondary school in Iran and Malaysia

The aim of the present study is to conduct a comparative study of the structure, educational objectives, curriculum content, teaching-learning methods, and evaluation methods of geometry education in secondary schools in Iran and Malaysia. Through this, by identifying the strengths of the Malaysian educational system, especially in the field of skill-based and application, practical suggestions can be made to improve the Iranian educational system, especially for students with an experimental orientation. This study is based on comparing the syllabus of textbooks and educational objectives of the two countries, Iran and Malaysia, and shows that the Malaysian educational system focuses more on developing problem-solving skills at a higher level of mathematical modeling, while the Iranian educational system focuses on old, traditional, and theory-based methods rather than practical and applied ones, although there has been a tendency towards skill-based learning in recent years. On the other hand, in Malaysian high schools, geometry is a fundamental part of the mathematics menu, which is modern, international, and focused on developing skills, technology, and flexibility. In Malaysian international schools, geometry, along with algebra and numerical mathematics, has advanced sections on trigonometry, combinatorics, and spatial geometry. In summary, using Malaysian geometry teaching methods in Iran requires revising textbooks, focusing on problem-solving skills, utilizing technology, expanding content to advanced topics, competency-based assessment, and strengthening teacher training. Such an approach can improve the quality of geometry education in Iran and create active and application-oriented students.