Reviewed by Naafi Awwalunita
Hartman (1942) outlined that anything about the object of thought, including mathematics, always has a value includes 4 (four) things: value because of its meaning, value or benefit because the purpose, value due to its function and value due to its uniqueness. To be able to cultivate business mathematics in school, then we should use the material dimensions of mathematics or mathematics on the dimensions of the transition to formal mathematics.
1. The nature of the School of Mathematics and learning
Acculturation of mathematics in school can begin by defining the essence of school mathematics. Ebbutt, S and Straker, A., (1995) defines school mathematics as: (1) mathematics is an activity tracking activity patterns and relationships, (2) mathematical activities require creativity, imagination, intuition and invention, (3) activities and results- mathematical results need to be communicated, (4) problem solving activities are part of mathematical activity, (5) algorithm is a procedure to obtain answers to math problems, and (6) social interaction is required in mathematical activities. Acculturation of mathematics in schools can emphasize the relationships between people in its dimensions and appreciate individual differences in both the ability and pangalamannya. If mathematics is seen as absolute truth and certainty, but a very prominent role in the accomplishments of individuals. But students can be viewed as a creature who evolved (progress).
Acculturation of mathematics in school can begin by defining the essence of school mathematics. Ebbutt, S and Straker, A., (1995) defines school mathematics as: (1) mathematics is an activity tracking activity patterns and relationships, (2) mathematical activities require creativity, imagination, intuition and invention, (3) activities and results- mathematical results need to be communicated, (4) problem solving activities are part of mathematical activity, (5) algorithm is a procedure to obtain answers to math problems, and (6) social interaction is required in mathematical activities. Acculturation of mathematics in schools can emphasize the relationships between people in its dimensions and appreciate individual differences in both the ability and pangalamannya. If mathematics is seen as absolute truth and certainty, but a very prominent role in the accomplishments of individuals. But students can be viewed as a creature who evolved (progress).
Therefore mathematics is seen as more humane, among others, can be regarded as a language, human creativity. Personal opinions are highly valued and emphasized. Students have the right of individuals to protect themselves and their experiences and develop according to its potential. The ability to do math problems is individualized. Learning theory based on the assumption that every student is different from one another in the mastery of mathematics. Students are considered to have mental readiness and capabilities vary in learning mathematics. Therefore each individual need the opportunity, treatment, and the different facilities in studying of mathematics. Acculturation of mathematics learning has implications for the function of the teacher as facilitator as well as possible so that students can learn mathematics optimally. Mathematics
deemed not to be taught by teachers but to be studied by students. Students are placed as the central point of learning mathematics. The teacher in charge of creating an atmosphere, and other facilities and the role of teacher more as a manager of the teacher. Learning is done in a conducive atmosphere is less formal atmosphere. Students work on math activities which vary with different targets. Teachers have three main functions: as a facilitator, as a teaching resource and monitor student activity. Thus, teachers can develop learning method variance: lectures, discussions, giving assignments, seminars, etc.. Study or reference source is the central point in the learning of mathematics. Variations in study or reference source is needed, including books, journals and access to the internet. Assessment conducted by the assessment approach, portfolio or autenthic assessment.
deemed not to be taught by teachers but to be studied by students. Students are placed as the central point of learning mathematics. The teacher in charge of creating an atmosphere, and other facilities and the role of teacher more as a manager of the teacher. Learning is done in a conducive atmosphere is less formal atmosphere. Students work on math activities which vary with different targets. Teachers have three main functions: as a facilitator, as a teaching resource and monitor student activity. Thus, teachers can develop learning method variance: lectures, discussions, giving assignments, seminars, etc.. Study or reference source is the central point in the learning of mathematics. Variations in study or reference source is needed, including books, journals and access to the internet. Assessment conducted by the assessment approach, portfolio or autenthic assessment.
2. Hermenitika acculturation of Mathematics
The basic elements of mathematics is a civilizing hermenitika communicate mathematical activity in various dimensions. Communication can be defined as various forms of vitality of relational potentials between subjects, subject-object, the object-subject-object or objects. Form of consciousness has meaning and vitality into the changes, parallel or out of self-potential. That's why it is one of the properties of vitality is the relational nature and properties of the appointment to the subject or object in, parallel or beyond himself. Then formed a functional relationship between the subjects or objects. The nature of the appointment of subject or object other than itself is also called a trait determine. The only substance that can not be removed from the appointment or determine the relation is "nature". So to be able to understand the ontological nature of communication about mathematics we must be able to understand the nature, not as nature, but nature as a "subject" and nature as an "object". If the properties are attached to the subject or object, then we can say as characteristics of the subject or object characteristics based on its properties. So communication is a form of mathematics korelational vitality of the potential that has the properties of the appointment or ditermine terkarakterisasinya terjunjuk properties based on the properties of the guide. Dimensions are determined by the nature of communication is the nature of the subject or object has properties with directions to the inside, the direction parallel or outward direction; the dimensions of communication is also determined by the number of units involved and the mathematical potential vitality of the resulting range. Literally, the crystallization of the dimensions of mathematics communication gives meaning to the mathematical material communication, formal communication of mathematics, and mathematics normative communication.
The basic elements of mathematics is a civilizing hermenitika communicate mathematical activity in various dimensions. Communication can be defined as various forms of vitality of relational potentials between subjects, subject-object, the object-subject-object or objects. Form of consciousness has meaning and vitality into the changes, parallel or out of self-potential. That's why it is one of the properties of vitality is the relational nature and properties of the appointment to the subject or object in, parallel or beyond himself. Then formed a functional relationship between the subjects or objects. The nature of the appointment of subject or object other than itself is also called a trait determine. The only substance that can not be removed from the appointment or determine the relation is "nature". So to be able to understand the ontological nature of communication about mathematics we must be able to understand the nature, not as nature, but nature as a "subject" and nature as an "object". If the properties are attached to the subject or object, then we can say as characteristics of the subject or object characteristics based on its properties. So communication is a form of mathematics korelational vitality of the potential that has the properties of the appointment or ditermine terkarakterisasinya terjunjuk properties based on the properties of the guide. Dimensions are determined by the nature of communication is the nature of the subject or object has properties with directions to the inside, the direction parallel or outward direction; the dimensions of communication is also determined by the number of units involved and the mathematical potential vitality of the resulting range. Literally, the crystallization of the dimensions of mathematics communication gives meaning to the mathematical material communication, formal communication of mathematics, and mathematics normative communication.
To be able to cultured the necessary mathematical understanding of the meaning of mathematics in various dimensions. Dimensional mathematical meaning can be seen from the side dimensions of mathematics to objects and concrete objects to dimensions of mathematical objects of mind. Mathematical communication includes communication materials, formal communication, the communication of normative and spiritual communication. In relation to the learning of mathematics then we are more suitable to define mathematics as the mathematics school, but for college-level mathematics as we define a formal mathematical or axiomatic. Acculturation of mathematics can contribute to the nation through innovation excellence pembelajran math is done continuously. In relation to gain superiority nation then we can think about mathematics, teaching mathematics and mathematics education at various levels of hierarchy levels or intrinsic, extrinsic or systemic.
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