Oleh : Drs. Marsigit, M.A.
The mathematics teacher is generally difficult to handle differencess in mathematical abilities of their students. The teacher tend to treat students equally without regrad to students who are good and the less intelegent. Actually they require different treatment. High value targets and completion of the syllabus are the two main factor why the teachers are less concerned about differences. This situation makes the teacher had no choice beside to teach mathematics in a classic and tend gives a lot of tasks. Accumulation this condition makes the students less like mathematics.
Cocroft Report (1982: 132) at least give a solution for teachers mathematics. After a thorough investigation 'large scale survey' in the UK, this research recommends that at each level should be learning math provide an opportunity for teachers to use the choice of teaching methods that adjusted to the level of ability students.
MATH LEARNING IS MORE ACTIVE AND VARIED, WITH HOW TO IMPROVE STUDENT LEARNING INTERESTS MATHEMATICS AND DEVELOPING TOOLS FIGURE
Ebbutt and Straker (1995: 10-63), provides guidance for teachers of mathematics in an effort to encourage the students enjoyed math in school. The guidance provided is based on basic assumptions about the nature mathematics and the nature of the subject and its implications for student learning mathematics as follows:
1. Mathematics is the search activity patterns and relationships.
This lesson gives students the opportunity to do experiments, summarize, connect between terms.
2. Mathematics is the creativity that requires imagination, intuition and discovery.
This lesson gives students the opportunity to express different opinions and would appreciate the discovery other students.
3. Mathematics is problem solving activities.
This lesson provide the students with opportunities to solve mathematics problem using their own way.
4. Mathematics is a tool to communicate.
This lesson gives students the opportunity to read, write, and talk about mathematics.
In addition, Ebbutt and Straker (1995: 60-75), gave his view that in order to develop studedents,s potential to the maximum, the following can be used as a reference: students will enjoy learning if there is motivation, students learn in their own way, students can learn idependently and group, and students require a different situation when learning.
So that mathematics can be taught in a more attractive then Ebbut, S and Straker, A (1995), gives advice on organizing the learning of mathematics, through the preparation stage, the stage of learning, and evaluation stages as follows:
1. Teaching Preparation Phase
This phase is used to plan for mathematics learning environment and activities of mathematics.
2. Learning Phase
This phase is used to develop the role of teacher and set the time to whom and when doing math with / not with students.
3. Evaluation Phase
This phase is used to observe students' activities; evaluate yourself; valuated understanding, processes, skills, facts and results; and valuated the results and monitor student progress.
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