By :Dr. Marsigit, M.A.
Reviewed by Yustia Rahmawati (p.matswa 09 / 09301244005)
Becher and Maclure, (1978) refer to 2 (two) kinds positions of teachers in the innovation mathematics learning linked to curriculum development. First, in the curriculum that is instrumental, the teacher's role is expressed as implementers of curriculum, by developing the role of dominance towards learning mathematics organized in order to escort the students to achieve certain goals. Second, in the curriculum that is Interactive / Individually, the role of teachers is expressed as a curriculum developer, with develop teacher functions as a serving / facilitators and assist the learning needs students, with the assumption that students should be given opportunities to express initiative and construc mathematical concepts in accordance with the speed and readiness of each. Student has the right to learn.
Mathematics is an abstract subjects. Abstract is a value to the concrete. Recognized that the content and methods of mathematics that makes the math becomes abstract. This is nature of science and mathematics. Nothing is wrong for the concrete, informal, subjective, special, or discoveries: they only are not included in the science, and certainly not included in mathematics (Popper, 1979 in Ernest, 1991: 132).
Mathematics associated with all the knowledge of the human self, it is clear that mathematics is not neutral and value free. Thus the mathematical requires a social foundation for their development (Davis and Hers, 1988: 70 in Ernest 1991: 277-279). Shirley (1986: 34) explains that mathematics can be classified into formal and informal, applied and pure. Based on this division, we can divide math activities into 4 (four) types, where each has characteristics that different:
a. formal mathematics-pure, including mathematics developed at the University and mathematics is taught in schools;
b. formal-applied mathematics, namely that developed in education and beyond, as a statistician who worked in the industry.
c. informal-pure mathematics, ie mathematics which developed outside the institution education; may be attached to the culture of pure mathematics.
d. informal mathematics, applied mathematics that is used in all life day-to-day, including crafts, office work and trade.
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