By : Marsigit
Fakultas Matematika dan Ilmu Pengethuan Alam,
Universitas Negeri Yogyakarta
Reviewed by: yunia indri hapsari (09301241034), http://yunia-indri.blogspot.com
Mathematical acculturation is an implication of awareness of the importance of reflection activities through the study of mathematics and mathematics education in various dimensions. Thus the mathematical acculturation implies how far we are able to perform activities in a range of intentions, attitudes, knowledge, skills and experience of mathematics, mathematics education and mathematics learning. Acculturation of mathematics can be achieved on the basis of an understanding of mathematical knowledge that is objective and subjective mathematics actors in its efforts to obtain the justification of the truth of mathematics through the creation, formulation, representation, publication and interaction.
Explicitly based on mathematics acculturation:
(1) knowledge 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 of formal , including its effectiveness in science, technology and other sciences,
(4) practices on various dimensions more generally, including the activities of the
mathematicians or activities from elementary school students.
(1) knowledge 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 of formal , including its effectiveness in science, technology and other sciences,
(4) practices on various dimensions more generally, including the activities of the
mathematicians or activities from elementary school students.
Mathematics learning acculturation has implications for the function of mathematics teacher as facilitator as well as possible so that students can learn mathematics optimally. Mathematics was seen not to be taught by the teacher but to be studied by students. Students are placed as the central point the function of mathematics. Teachers must create an atmosphere, and provide other facilities and the role of teacher more as a manager of the instructor. Learning is done in a conducive atmosphere that is less formal atmosphere. Students work on mathematics activities that varies with different targets.
the Mathematics learning acculturation can contribute to the advantages of the nation
through the mathematics learning innovation that done continuously. In relation to obtaining the advantages of the nation, we can think of mathematics, the function of mathematics and mathematics education at different hierarchy level or the level of intrinsic, extrinsic or systemic.
through the mathematics learning innovation that done continuously. In relation to obtaining the advantages of the nation, we can think of mathematics, the function of mathematics and mathematics education at different hierarchy level or the level of intrinsic, extrinsic or systemic.
Tidak ada komentar:
Posting Komentar