“REVITALISASI PENDIDIKAN MATEMATIKA”
Oleh
: Marsigit
(FPMIPA
IKIP YOGYAKARTA)
Reviewed by: Seto Marsudi (09301241009)
Mathematics Education
Regular 2009
(http://rasamalaempat.blogspot.com/)
(http://rasamalaempat.blogspot.com/)
Until now there is
not yet agreement on the best way how to teach mathematics. Jaworski (1994: 40)
even states that there is no a best way to teach mathematics. Teach math is not
easy because we find that (college) students are also not easy in learning
mathematics. On the other hand found the fact that it is not easy for educators
to change the style of teaching. While we are required, as educators, to
constantly adjust our teaching methods in accordance with the demands of
changing times.
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. formal-pure
mathematics, including mathematics developed at the University and the
mathematics taught in schools;
b. formal-applied
mathematics, that developed inside or outside education, such as a statistician
who worked in the industry.
c. informal-pure
mathematics, mathematics which is developed outside the educational
institution; may be attached to the culture of pure mathematics.
d. informal
mathematics, applied mathematics that is used in all daily life, including
crafts, office work and trade.
Revitalization of
mathematics education also implies the need to attempt to formulate a
mathematical learning model that is considered in accordance with our
conditions and in accordance with the demands of changing times. Revitalization
of mathematics education trying to put the important role of teachers to make
math education more in line with the (returned to) educate in the sense of
meaning in truth and nature of science which is the object of learning itself.
Revitalization of mathematics education is an effort in the direction
where the practitioners of mathematics education are given the opportunity to
conduct self reflection, to then be faced with a multi-entry decision on the
basis of attitude-depth study of a new paradigm that is offered. Recognized
that it is not easy to realize the revitalization of education without the
awareness and greatness of soul, both macro and micro world of our education.
Otherwise the paradigms of mathematics education will remain a utopia that only
up to the only rhetoric.
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