By : Dr. Marsigit, M.A.
Reviewed by Yustia Rahmawati (p.matswa 09 / 09301244005)
Materially, mathematics can be either concrete objects, pictures or models of cubes, colorful emblem or large numbers of small, square-shaped pond, pyramid-shaped roofs, the pyramids in Egypt, easel-shaped roof of a right triangle, wheel-shaped circle, and so on. Formally, the mathematics may take the form of pure mathematics, mathematical axiomatic, formal mathematics or mathematics deductively defined.
Civilize mathematics in aspects of the school have an understanding of the nature of mathematics, the nature of mathematics school, the nature of mathematics education, the nature of the mathematics, nature study mathematics, the nature of mathematics teaching and learning process, the nature of mathematics civilizing the school. In general, whatever we are talking about, is always associated with 2 (two) things, the question is: what object and what method? Mathematics, mathematics education,learning math, etc, have the meaning contained in the object. Explicitly civilizing mathematics based on: (1) knowledge of mathematics in various dimensions, which include the nature, justification and occurrence, (2) mathematical objects at various dimensions which include the nature and origin, (3) the use of formal mathematics include its effectiveness in science, technology and other sciences, and (4) practices mathematics in a variety of dimensions more generally, including the activities of the mathematicians or mathematics activities from elementary school students.
Various Views About Math and How Learn
Acknowledged that the content and formal mathematical methods, because in principle, make mathematics as abstract, general, formal, objective, rational, and theoretical. This is the essence science and mathematics. With this approach the absolutist building, Formal mathematics is regarded as neutral and value free (Shirley, 1986). The things bound with the social implications and the values attached to them, explicitly, the removal. The unwavering absolutist stance in looking at it objectively neutrality of formal mathematics. New mathematical knowledge on the scope social, are objective and thus new knowledge on the scope of individual will is subjective. Thus, social interactions in learning mathematics became very important to bring knowledge of mathematics to the subjective knowledge objectives. It will thus be easily understood and implemented if teachers concerned also understand the assumptions referred to earlier.
Cultivating Learning Mathematics Through Communication Mathematics
Hartman (1942) outlined that anything about the object of thought, including mathematics, always have value includes 4 (four) things: value due to its meaning, value due to purpose or benefit, because the value of the function and value due to its uniqueness. In order to an attempt is made to civilize mathematics at school, then we should use material dimensions of mathematics or mathematics on the dimensions of the transition to formal mathematics.
So To be able to cultivate an understanding of the meaning of mathematics is required mathematics in various dimensions. Dimensional mathematical meaning can be seen from the side dimensional mathematical objects to concrete objects and mathematical dimensions to object mind. Mathematical communication includes communication materials, formal communication, normative communication and spiritual communication. In relation to learning math then we are more suitable to define mathematics as the mathematics school, but for college-level mathematics we define as formal or axiomatic mathematics. Acculturation of mathematics can contribute to nation of excellence through innovation pembelajran conducted on a continuous mathematical and again. In relation to gain superiority nation then we can think mathematics, mathematics learning and mathematics education at various hierarchy level or the level of intrinsic, extrinsic or systemic.
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