Resume of Pembudayaan Matematika di Sekolah Untuk Mencapai Keunggulan Bangsa

Pembudayaan Matematika di Sekolah Untuk Mencapai Keunggulan Bangsa

Oleh Marsigit

Jurusan Pendidikan Matematika, FMIPA Universitas Negeri Yogyakarta

Reviewed by: Seto Marsudi (09301241009)

Mathematics Education Regular 2009
(http://rasamalaempat.blogspot.com/)

It is necessary to be able to cultivate mathematical understanding of the meaning of mathematics in various dimensions. Dimensional mathematical meaning can be seen from the mathematical dimensional side for concrete objects and mathematical dimensions for the objects of mind. Materially, then mathematical object can be concrete objects, pictures or a model of cube, the colorful symbol of big or small numbers, square-shaped pond, pyramid-shaped roof, the pyramids in Egypt, the right triangle-shaped roof, circular wheel, etc.. Then materially, mathematical objects are in or around our neighborhood. Meanwhile, mathematical objects are in the form of thought objects formally. Thought objects derived from concrete objects by doing an "abstract" and "idealization". Abstraction is an activity in which only take certain properties only to be thought or learned. Idealization is the activity that considers the perfect of existing properties. From the cube model made of teak wood, then by abstraction we only learn about the shape and size. By idealizing then we obtain that segments of the cube are straight lines that really straight without disabilities.

Mathematical communication includes materials communication, formal communication, normative communication and spiritual communication. Mathematics material communications is dominated by the nature of horizontal direction from direction of its vitality. In terms of the involvement, then numbers of units involved are minimal when compared with communication from other dimensions. Mathematics formal communication is dominated by properties of outside correlational or inside the vitality of its potential. Outside or inside correlation has distinction of the meaning between outside and inside properties. Correlation between the differences of properties determines the nature of the subject or the object of communication. Normative mathematical communication is characterized by melting of the correlational appointment properties of the appointment on the subject and the object itself. However, normative communication is said to have a higher dimension due to its potential involvement of the units more, wider and more complex.

In relation to learning mathematics then we are more suited to define mathematics as school mathematics, but for college-level mathematics we define it as a formal mathematical or axiomatic. Acculturation of mathematics can contribute to the nation through innovation of mathematics learning excellence performed continuously. In relation for obtaining the nation benefits then we can think of mathematics, learning mathematics and mathematics education at different hierarchical levels or levels of intrinsic, extrinsic or systemic. Explicitly, mathematical acculturation is based on: (1) knowledge of mathematics in various dimensions, which include the nature, justification and occurrence, (2) mathematical objects in various dimensions which include the nature and origin, (3) the use of formal mathematics, including its effectiveness in science, technology and other sciences, and (4) practices of mathematics on various dimensions more generally, including the activities of the mathematician or mathematical activity from elementary school students.