"MATH EDUCATION REVITALIZATION"
By: Marsigit
By: Marsigit
Reviewed By : Eka Sulistyawati
Abstract
It is not easy to understand the basics on how and where mathematics education developed. The results of our study, Marsigit (1996: 123-132) suggests that opinion and attitudesof teacher about learning mathematics practice is varied. Some teachers think that mathematics is an thinking activity which quiet 'silence' in which students are directed to produce their own work; but the others argue that mathematics is a tool of communication so that in the learning process there is need for discussion. Partly argue that mathematics is value-free science, others argue that
mathematics is not the value free science.
The development of mathematics education globally, is characterized by a shift in the point education center (learning) from the teacher to students. The results showed that place of students as the central point (central) in education will provide far-reaching implications and different than the place of educators as a central point. 'Transfers of knowledge' of teacher to student has been considered a paradigm of a less appropriate to the educational nature. As alternatively it starts to develop a new paradigm that is 'developing' as an attempt to developing the students potential . Thus the role of teachers has also experienced a shift from teacher serves as a conduit of knowledge to serve as facilitators in the learning process.
It is not easy to understand the basics on how and where mathematics education developed. The results of our study, Marsigit (1996: 123-132) suggests that opinion and attitudesof teacher about learning mathematics practice is varied. Some teachers think that mathematics is an thinking activity which quiet 'silence' in which students are directed to produce their own work; but the others argue that mathematics is a tool of communication so that in the learning process there is need for discussion. Partly argue that mathematics is value-free science, others argue that
mathematics is not the value free science.
The development of mathematics education globally, is characterized by a shift in the point education center (learning) from the teacher to students. The results showed that place of students as the central point (central) in education will provide far-reaching implications and different than the place of educators as a central point. 'Transfers of knowledge' of teacher to student has been considered a paradigm of a less appropriate to the educational nature. As alternatively it starts to develop a new paradigm that is 'developing' as an attempt to developing the students potential . Thus the role of teachers has also experienced a shift from teacher serves as a conduit of knowledge to serve as facilitators in the learning process.
A. INTRODUCTION
Teaching mathematics is not easy because we find that students are also not easy to learn mathematics (Jaworski, 1994: 83). On the other found the fact that it is not easy for educators to change the style teaching (Dean, 1982: 32). While we are required, as educators, to always adjust our teaching methods in accordance with the demands of changing times (Alexander, 1994: 20). Mathematics education revitalization of trying to put the role of mathematics education teachers to realize the importance of mathematics education more in line with in the sense of meaning educated science which is the object of learning itself.
As an illustration the following expression professor of mathematics Indonesia, Prof.Ir. RMJT.Soehakso (1984:3-4), in a math workshop on Mathematics and Natural Sciences-UGM. He stated:
"There are two ways of teaching mathematics that attracts attention. MOORE style that many jumping steps, full of challenges (challenges) to be completed the students. Eilenberg style that promotes clarity in his lectures, very clearly, as if everything is illuminated with a thousand-watt of lamp. Do not misunderstand, Eilenberg no doubt, even a very high value of challenge. Only, he found no place in college, but as a task, homework. The proof he was very denounced Schaum SERIES that he can kill initiative and creativity of the students. Again do not misunderstand that the style was boring, because it explains the steps unnecessary. Not so, but what are jumped must be tailored to the degree sophistication of the audience. Because it is never obscure college in such a (dark). That the style is obscure MOORE. Not so, but the style MOORE more suitable for students who are gifted, clever. While the Eilenberg style is more appropriate with those who persevere. Stylistic differences with the other one was presented with the appropriate by the expression 'MOORE challenge your intelligence. But Eilenberg tried to approach the your heart ".
Cocroft Report (1982: 132) thorough a research 'large scale survey' in the UK, this research recommends that at every level, should be learning mathematics provide an opportunity for teachers to use the choice of teaching methods adjusted to the level of ability of students and the content of learning as follows:
Teaching mathematics is not easy because we find that students are also not easy to learn mathematics (Jaworski, 1994: 83). On the other found the fact that it is not easy for educators to change the style teaching (Dean, 1982: 32). While we are required, as educators, to always adjust our teaching methods in accordance with the demands of changing times (Alexander, 1994: 20). Mathematics education revitalization of trying to put the role of mathematics education teachers to realize the importance of mathematics education more in line with in the sense of meaning educated science which is the object of learning itself.
As an illustration the following expression professor of mathematics Indonesia, Prof.Ir. RMJT.Soehakso (1984:3-4), in a math workshop on Mathematics and Natural Sciences-UGM. He stated:
"There are two ways of teaching mathematics that attracts attention. MOORE style that many jumping steps, full of challenges (challenges) to be completed the students. Eilenberg style that promotes clarity in his lectures, very clearly, as if everything is illuminated with a thousand-watt of lamp. Do not misunderstand, Eilenberg no doubt, even a very high value of challenge. Only, he found no place in college, but as a task, homework. The proof he was very denounced Schaum SERIES that he can kill initiative and creativity of the students. Again do not misunderstand that the style was boring, because it explains the steps unnecessary. Not so, but what are jumped must be tailored to the degree sophistication of the audience. Because it is never obscure college in such a (dark). That the style is obscure MOORE. Not so, but the style MOORE more suitable for students who are gifted, clever. While the Eilenberg style is more appropriate with those who persevere. Stylistic differences with the other one was presented with the appropriate by the expression 'MOORE challenge your intelligence. But Eilenberg tried to approach the your heart ".
Cocroft Report (1982: 132) thorough a research 'large scale survey' in the UK, this research recommends that at every level, should be learning mathematics provide an opportunity for teachers to use the choice of teaching methods adjusted to the level of ability of students and the content of learning as follows:
1. Exposition method by the teacher
2. Discussion method, between teachers and students and between students and students.
3. Solving problems (problem solving) method
4. Discovery (investigation) method
5. Basic skills training methods and principles.
6. Implementation method.
B. MATHEMATICAL SEEN FROM DIFFERENT POINTS OF VIEW
The unwavering absolutist stance of looking at it objectively neutrality mathematics, although mathematics is promoted itself implicitly contain values. In other words, the absolutist argue that anything that is appropriate with values above are acceptable and which are not suitable unacceptable. Mathematical statements and the evidence, which is the result of formal mathematics, mathematical deemed legitimate.
The 'social constructivits' view that mathematics is the work of human creativity through a certain period of time. All the difference knowledge generated is human creativity are interlinked with the nature and history. Consequently, mathematics is seen as a science that
bound to the culture and creator value in the context of their culture.mathematics history is the history of its formation, not just those associated with disclosure of the truth, but it covers problems that arise, definition, statements, evidence and theories created, which is communicated and experienced reformulation by individuals or a group with various interests. Such a view gives the consequence that the history of mathematics need to be revised. Shirley (1986: 34) explains that the mathematics can be classified into formal and informal, applied and pure. Based this division, we can divide the activities of mathematics into 4 (four) types, where each has different characteristics:
The unwavering absolutist stance of looking at it objectively neutrality mathematics, although mathematics is promoted itself implicitly contain values. In other words, the absolutist argue that anything that is appropriate with values above are acceptable and which are not suitable unacceptable. Mathematical statements and the evidence, which is the result of formal mathematics, mathematical deemed legitimate.
The 'social constructivits' view that mathematics is the work of human creativity through a certain period of time. All the difference knowledge generated is human creativity are interlinked with the nature and history. Consequently, mathematics is seen as a science that
bound to the culture and creator value in the context of their culture.mathematics history is the history of its formation, not just those associated with disclosure of the truth, but it covers problems that arise, definition, statements, evidence and theories created, which is communicated and experienced reformulation by individuals or a group with various interests. Such a view gives the consequence that the history of mathematics need to be revised. Shirley (1986: 34) explains that the mathematics can be classified into formal and informal, applied and pure. Based this division, we can divide the activities of mathematics into 4 (four) types, where each has different characteristics:
a. formal mathematics-pure, including mathematics developed in the University and mathematics in schools;
b. formal mathematics-applied, namely that developed in education and outside, like a statistician who worked in the industry.
c. informal mathematics-pure, mathematics developed outside educational institutions; may be attached to the culture of pure mathematics.
d. informal mathematics- applied, mathematics that is used in all daily life, including crafts, office work and trade.
C. REVITALIZATION OF MATHEMATICS EDUCATION
Ebbutt and Straker (1995: 10-63), based on the paradigm above, gives guidelines for the revitalization of mathematics education in the form of basic assumptions and implications for learning mathematics as follows:
Ebbutt and Straker (1995: 10-63), based on the paradigm above, gives guidelines for the revitalization of mathematics education in the form of basic assumptions and implications for learning mathematics as follows:
1. Mathematics is the search activity patterns and relationships.
The implication of this view of learning are:
1) Give the opportunity to students to conduct discovery and investigation of patterns to determine of relationships.
2) Provide an opportunity for students to conduct experiments premises various ways.
3) Encourage students to discover the sequence, differences, comparison, grouping, etc..
4) Encourage students to draw general conclusions.
5) Helps students understand and discover the relationship between understanding one another.
2. Mathematics is the creativity that requires imagination, intuition and
discovery.
The implication of this view of learning are:
discovery.
The implication of this view of learning are:
1) Encourage the initiative and provide an opportunity to think differently.
2) Encourage curiosity, the desire to ask, the ability denied and the ability to estimate.
3) Appreciate the unexpected discovery that as the beneficial as an error.
4) Encourage students to discover the structure and design of mathematics.
5) Encourage students to appreciate the discovery of other students.
6) Encourage students to think reflexively.
7) Do not recommend the use of a particular method.
3. Mathematics is problem solving activities
The implication of this view of learning are:
The implication of this view of learning are:
1) Provide an environment that stimulates learning mathematics emergence of mathematical problem.
2) Help students solve the mathematical problem with own way.
3) Helps students learn the information necessary to solve mathematical problems.
4) Encourage students to think logically, consistently, systematically and to develop a system of documentation / records.
5) Develop the ability and skills to solve problem.
6) Helps students know how and when to use variety of visual aids / media such as mathematics education: the long, calculators, etc.
4. Mathematics is a tool to communicate
The implication of this view of learning are:
The implication of this view of learning are:
1) Encourage students to recognize the nature of mathematics.
2) Encourage students to make an example the nature of mathematics.
3) Encourage students to explain the nature of mathematics.
4) Encourage students to give reasons for the necessity of mathematical activities.
5) Encourage students to discuss mathematical problems.
6) Encourage students to read and write mathematics.
7) Respect the mother tongue of students in discussing mathematics.
5. Mathematics Teaching Materials include:
1) Facts (facts): - information;-name;-term; convention
2) Definition (concepts): building a sense of structure; role understanding the structure; conservation, set, relationship patterns, sequences, model, operations, algorithms.
3) Skills algorithms
4) Reasoning skills:understanding; to think logically; understanding noodles negative example; think deduction; systematic thinking; thinking consistent; draw conclusions; determine the method; make reasons; determine strategy.
5) Problem-solving Skills
6) Skills Investigation (Investigation): asking questions and determine how to obtain it; create and test hypothesis; determine the appropriate information and provide
explanation of why such information is necessary and how to get it; collecting, collating and process information systematically; grouping or classifying criteria; sort and compare; try other ways; recognize patterns and
relationships; concludes
explanation of why such information is necessary and how to get it; collecting, collating and process information systematically; grouping or classifying criteria; sort and compare; try other ways; recognize patterns and
relationships; concludes
On the other hand, Ebbutt and Straker (1995: 60-75), gave his view that so that potential students can be developed optimally, then the assumptions and implications
The following can be used as a reference:
The following can be used as a reference:
1. Pupils will learn if given the MOTIVATION.
2. Pupils studying in its own way
3. Students learn independently and through cooperation
4. Pupils need the context and circumstances that vary in their learning
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