Disampaikan pada Seminar/Workshop MGMP Matematika Kota Yogyakarta, Kamis, 5 Juni 2008 di SMA NEGERI 2 Yogyakarta
By : Dr.Marsigit M.A.
Reviewed by : Arlian Bety Anjaswari ( Mathematics Education Reguler 2009 at http://arlianbety.blogspot.com )
Nowadays professional development of teachers has become a demand that can't be negotiable. Neither legally nor normatively formal teacher professional development has reached the systemic stage. Empirical and policy studies show that organizations that raise MGMP as teachers of the study plot, has a position and a highly strategic function. If we make comparisons with what similar organizations abroad, the development or teacher gait that can be done in the MGMP was more than that as we imagine today. In the MGMP teachers can exchange ideas or educational theories, develop models of education, make education and learning models perform aspects of the development of other professions.
As a teacher or math prospective teachers are required to always do the innovative discussion on how we get knowledge about the learning of mathematics in accordance with current trends. Our knowledge of the desired aspects of learning mathematics as a scientific knowledge is an understanding of the workings of the mind of individual students in learning mathematics, how to gain an understanding of aspects arkitektural learning and how teachers understand the analogies between the student's knowledge, the knowledge of teachers and practitioners' knowledge about learning mathematics. That effort can be achieved if developed a scientific method that meets the coherence properties and the nature of correspondence. A description of the phenomena occurring in the process of learning mathematics as a description of truth, requires empirical measures that are rational to obtain theories about truth and the ideals of learning mathematics practice. Knowledge thus in the end both ontologically and formally legally can enhance the professionalism of teachers in the field of mathematics education.
Viewed from the practice of teaching mathematics then at least there are two main factors that is the practice of learning itself and the factor value. If we want to improve the learning of mathematics in the field of content or learning materials learning model so developers can make the observation of students when studying mathematics. If developers want to improve the learning model or wish to obtain an innovative method of learning mathematics, we need to consider the context of learning mathematics, the methods teachers use and management of learning mathematics. As if we want to understand about why the subjects students study mathematics in this way, and why the methods of learning to do so anyway, and what the meaning contained in learning mathematics behind then maybe we're dealing with the problem of the value or the value of a math teacher and students, and even school curriculum.
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