“REVITALISASI PENDIDIKAN MATEMATIKA” Oleh : Marsigit

Reviewed by Naafi Awwalunita

Teaching mathematics is not easy because we find that the (infinite) students are also not easy to learn mathematics (Jaworski, 1994: 83). On the other hand found the fact that it is not easy for educators to change the style of 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). Revitalization of mathematics education tried to put the important role of teachers to make math education more in line with (returned to) educate in the sense of meaning in truth and nature of science which is the object of learning itself.

Cocroft Report (1982: 132) at least give a solution to the question above. After a thorough investigation 'large scale survey' in the UK, this study recommends that at every level, should be learning math provide an opportunity for teachers to use the choice of teaching methods that are tailored to the level of ability (maha) students and the material ajarnya as follows:
1. method of exposition by the teacher
2. method of discussion, between teachers and pupils and between pupils and students.
3. methods of problem solving (problem solving)
4. method of discovery (investigation)
5. basic skills training methods and principles.
6. method of application.
Revitalization of mathematics education should depart from the self-reflection and reflection of individual educators factual conditions of practice learning. Reflection thus be useful to know the positive aspects and deficiencies / weaknesses to be used as input to determine the pace or attitude toward a new paradigm in education to then try to implement into real practice.

The results of research by the author (1996: 130) concludes that there is still a gap wide enough for math teachers in implementing the theories of learning. It thus is caused by many factors, among others: lack of understanding of teachers' theories of meaning and how to apply, the educational system that is less supportive, less conducive environmental conditions, and learning facilities that are less complete. Math teachers generally find it difficult to deal with differences in their students' math skills. To students who are good teachers tend to inhibit its activity in order to wait for students who are less intelligent, moderate to students who are less intelligent teachers try to encourage them as much as possible to catch the students who are good despite the fact that hard to do. NEM targets high achievement and completion of the syllabus are the two major factors why the teacher seemed not to have any other alternative in the teaching of mathematics but only relying on the method of teaching classical exposition of the framework with emphasis on the provision of duty.

For higher classes the teachers use teaching methods with more oriented to solving problems Ebtanas preparation. Thus the tendency of course is very dangerous because it will provide stock of knowledge to students are not intact (partial), so students will also gain knowledge that is not intact anyway. Thus knowledge is temporary and does not build structures in which knowledge in mathematics is emphasized. Besides lack of understanding the meaning of the theory of learning, their understanding of an aspect of a theory turns out not as expected. Teachers feel has used discussion method in which according to criteria such things can not yet incorporated into the discussion method as that's a teacher's question. Teachers have difficulty in using props. Thus caused among other things: a lack of understanding of the meaning of props, produce, and use it in relation to the material being taught; lack of guidelines / manual use props; and teacher haunted by the limited time to complete the syllabus.

Reflections on the factual condition of the school to answer how far all the components involved in the development of mathematics education is ready to develop mathematics education.

Mathematics through various views

The unwavering absolutist stance of looking at it objectively neutrality of mathematics, although mathematics is promoted itself implicitly contains the values. Abstract is a value to the concrete, formal, a value of informal, objective to subjective, justification of the invention, the rationality of the intuition, reasoning to the emotions, the things common to specific things, the theory of practice, working with the mind of the work by hand , and so on. After registering the various grades above then the question is, how matematisi argues that mathematics is neutral and value free? The answer from the absolutist is that they mean niai is the value attached to them in the form of culture, not the inherent value in implisist on mathematics. Acknowledged that the content and methods of mathematics, because in principle, make the math becomes an abstract, general, formal, objective, rational, and
 theoretical. This is the essence of science and mathematics. Nothing is wrong for the concrete, informal, subjective, special, or discoveries: they simply are not included in the science, and certainly not included in the math (Popper, 1979 in Ernest, 1991: 132).
Who wants emphasized here is that the absolutist view, consciously or unconsciously, had penetrated into the mathematics through the definitions. In other words, the absolutist believes that everything is in accordance with the values ​​above are acceptable and which are not suitable unacceptable. Mathematical statements and proofs, which is the result of formal mathematics, mathematics deemed legitimate. Meanwhile, mathematical discoveries, the work of matematisi and informal processes are not viewed that way.

With this approach the absolutist mathematical construct which he considered as neutral and value free. With this approach they set criteria for what is acceptable and not acceptable. Things are bound to the social implications and the values ​​attached to them, explicitly, the removal. But in reality, the values ​​contained in the things mentioned above, making the problems that can not be solved. This is because based on the things that are formal course can only reach the outer part of the discussion of mathematics itself.

If they are willing to accept criticism that there is, in fact their view of mathematics that is neutral, value-free is also an inherent value in themselves and are difficult to see. Thus it would appear the next question, who is interested in his opinion? English and Western countries in general, ruled by the white men of the upper classes. Such circumstances affecting the social structure of the matematisi on the campuses of a university, which is largely dominated by them. Their values ​​consciously and unconsciously span the 'hierarchy in the development of mathematics as part of the business of social dominance. Therefore it seems rather odd that mathematics is neutral and value free, while mathematics has become a tool of a social group. They favor men over women, whites over blacks, middle strata of society over the strata below, for the success criteria of academic achievement math mastery.

The 'social constructivits' view that mathematics is a human creation through a certain period of time. All differences resulting knowledge is human creativity are interlinked with nature and history. Consequently, mathematics is seen as a science that is bound to the culture and value creator in the context of the history of its formation. The history of mathematics is not only related to the disclosure of the truth, but it covers issues that arise, understanding, statements, evidence and theories are created, which reformulation communicated and experienced by individuals or a group with various interests. Such a view gives the consequence that the history of mathematics need to be revised.

The absolutist believes that an invention has not been a mathematics and modern mathematics is the inevitable result. This needs correction. For the 'social constructivist' modern mathematics is not an inevitable outcome, but rather an evolution of human culture. Joseph (1987) shows how much the tradition of mathematical research and development depart from the center of civilization and human culture. The history of mathematics need to appoint mathematics, philosophy, social and political circumstances that how that has driven or inhibit the development of mathematics. For example, Henry (1971) in Ernest (1991: 34) acknowledges that at the time of Descartes invented calculus, but he does not like to mention it because of his opposition to the approach infinity. Restivo (1985:40), MacKenzie (1981: 53) and Richards (1980, 1989) in Ernest (1991: 203) shows how strong the relationship between mathematics with social circumstances; social history of mathematics is more dependent on social position and interests of actors on the criteria of objectivity and rationality.

The 'social constructivist' departs from the premise that all knowledge is a copyrighted work. The group is also the view that all knowledge has the same basis of 'deal'. Both in terms of the origin and justification of the foundations, of human knowledge has a foundation which is a unity, and therefore all areas of human knowledge are bound together with each other. Consequently, in accordance with the views of 'social constructivist', mathematics can not be developed if no other knowledge associated with, and which together have the roots, which in itself is not freed from the values ​​of fields of knowledge which he acknowledges, because each connected by it.

Because the mathematics associated with all the knowledge of the human self, it is clear that the math is not neutral and value free. Thus mathematics requires social foundation for its 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 the activities of mathematics into 4 (four) types, where each has different characteristics:
a. pure formal mathematics, including mathematics developed in University and taught mathematics in schools;
b. Formal-applied mathematics, namely that developed in and outside education, such as a statistician who worked in the industry.
c. informal-pure mathematics, ie mathematics which developed outside the educational institution; may be attached to the culture of pure mathematics.
d. informal, applied mathematics, mathematics is used in all daily life, including crafts, office work and trade.

Revitalization of mathematics education is an effort in the direction of mathematics education which practitioners are given the opportunity to conduct self-reflection, to then be faced with a multi-entry decision stance on the basis of in-depth study of a new paradigm has to offer. Acknowledged that it is not easy to realize the revitalization of education without the awareness and the greatness of the soul, both macro and micro-world of our education. Otherwise the paradigms of mathematics education will remain a utopia that only up to the rhetoric.

That teachers are better able to realize the revitalization (education) of mathematics learning that fosters the creativity of students then, referring to the recommendation Cockroft Report (1982) as well as the elaboration of Ebbut, S and Straker, A (1995), here is a suggestion that may be useful for teachers in organizing the learning mathematics, through the preparation stage, the stage of learning, and evaluation phases as follows:
1. Teaching Preparation Phase

• Planning for mathematics learning environment
- Determine the source of the necessary teaching
- To plan activities that are flexible
- Plan the physical environment of learning mathematics.
- Involve students in creating a mathematics learning environment
- Develop students' social environment
- To work together to plan activities.
- Encourage students to appreciate each other.
- Find out the students' feelings about mathematics
- Develop mathematical models.

• Planning for mathematical activities
- Plan mathematical activities are balanced in terms of: matter, time, trouble, activities, etc..
- Plan mathematical activities that are open (open-ended)
- Plan activities according to student ability.
- Develop mathematical topics.
- Build mental math.
- When and where help students?
- Use a variety of teaching brag (books vary).

2. Learning Phase
• Develop the role of teacher
- Encourage and develop students' understanding.
- Provide an opportunity for each student to demonstrate the ability to do math activities.
- Let students make mistakes.
- Encourage student responsibility for learning.

• Set the time to whom and when doing math with / not with students
- Develop the students' experience.
- Allocate time.
- Set up feedback.
- Regulate the involvement of teachers to students.
- Observe the activities of students

3. Evaluation Phase
• Observing students' activities
- What students mastered / not mastered
- What activities the next diperlaukan.

• Evaluate yourself
- What have I done?
- What have I accomplished?
- What lessons can I quote?
- What will I do?
- What I do now?
- From where and what help do I need?

• Assess understanding, processes, skills, facts and results
- Meaning: I want to know if they know?
- Process: I want to know what way they can be used.
- Skills: I want to know which skills they can use?
- Facts: I want to know if they can remember?
- Result: I want to know what can meraka?

• Assess the results and monitor student progress
- Identify the concept of student
- Encourage students to conduct self-assessment.
- Create / use records of student progress.
- Observing what students do.
- Working with others?
- Identify the necessary assistance.
- Assess aspects of the curriculum