Makalah Disajikan Pada SEMINAR NASIONAL PEMBELAJARAN MATEMATIKA SEKOLAH FMIPA Universitas Negeri Yogyakarta Minggu, 6 Desember 2009
By : Drs. Marsigit M.A.
Reviewed by : Arlian Bety Anjaswari ( Mathematics Education Reguler 2009 at http://arlianbety.blogspot.com )
Civilize math in school have an understanding aspects of the nature of mathematics, the essence of school mathematics, mathematics education essence, the essence of the value of mathematics, the essence of studying mathematics, the nature of mathematics teaching and learning process, the nature of the acculturation of school mathematics. Katagiri (2004) describes that mathematical thinking involves three aspects: first, the attitude of mathematics, second, and third methods of mathematical thinking, mathematical content. So think of mathematics as well stretch on mathematical thinking in its dimensions, meaning there is to think of mathematics in schools / materials, or college / formal. Hartman (1942) outlined that anything about the object of thought, including mathematics, always has a value includes 4 (four) things: value due to 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 dimension of mathematics or math on the dimensions of the transition to formal mathematics.
Acculturation of mathematics in schools can emphasize the human relationships in the dimensions and appreciate individual differences in both the ability and experience. If mathematics is seen as absolute truth and certainty, but individuals are particularly prominent role in achievement. But students can be viewed as an evolving creature (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. Therefore each individual need the opportunity, treatment, and the different facilities in the study of mathematics.
Civilizing function has implications for learning 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 of learning mathematics. The teacher in charge of creating atmosphere, and provide other facilities and the role of teacher more as a manager of the instructor. Learning is done in a conducive atmosphere is less formal atmosphere. Students work on math activities that vary with different targets. Teachers have three main functions: as a facilitator, as a source of teaching and monitoring students' activities. 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 sumberbelajar or reference is needed, including books, journals and access to the internet. Assessment conducted by assessment approach, a portfolio or autenthic assessment.
Civilize the nation's math to get the benefits can be gained through innovation in school mathematics learning paths. Various activities carried out on various activities PLPG author of Mathematics, seminars and workshops in math, obtained by the perception that the innovation of learning mathematics teacher should be able to answer the challenge as follows:
1. How to promote mathematics teaching and learning process that emphasizes the process and student-centered
2. How to develop cooperative learning in teaching and learning mathematics
3. How to make studying math outside of class
4. Developing a mathematical learning model variations of learning
5. Utilizing concrete objects and visual aids in teaching and learning mathematics
6. Encouraging the role of students in teaching and learning mathematics
7. Learning mathematics through a variety of experimental mathematics and encourage students to make presentations in teaching and learning of mathematics
8. Encouraging independence and creativity of learning mathematics
9. Promoting the role of teacher as facilitator in teaching and learning mathematics
10. Remidial activities in teaching and learning mathematics
11. Develop a portfolio of student activities and student worksheets in teaching and learning mathematics
12. How to make learning math as students' needs.
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