Pembudayaan Matematika Di Sekolah

Untuk Mencapai Keunggulan Bangsa

Oleh Marsigit

Jurusan Pendidikan Matematika, FMIPA Universitas Negeri Yogyakarta

Summary by: Aris kartikasari

In learning mathematics, we should know about objects and methods. Something that we think is an objects, and the way how to think about an object is a method. Mathematical objects are divided into two, namely in the form of material objects, in this case is concrete objects. And the second is the formal object, or mathematics itself. That is something that exists in our minds and are abstract. Abstract objects can be studied in two ways, namely abstraction and idealization. Abstraction is an activity in which only take certain properties only to think or learn. Idealization is considered the perfect activity of existing properties.

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. In general, mathematics attitude shown by the indicators of sincere pleasure and to learn mathematics, attitudes that support for the study of mathematics, knowledge is sufficient to study mathematics, curiosity, will to ask, will to acquire mathematical skills and experience.

Explicitly based on mathematical acculturation: (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 on various dimensions of mathematics more generally, including the activities of the mathematician or mathematical activity of elementary school students.

Ebbutt, S and Straker, A., (1995) defines school mathematics as: (1) mathematics is an activity tracking activity patterns and relationships, (2) mathematical activities require creativity, imagination, intuition and invention, (3) activities and results- mathematical results need to be communicated, (4) activities are part of the problem solving mathematical activities, (5) algorithm is a procedure to obtain the answers to math problems, and (6) social interaction is required in mathematical activities. Acculturation of mathematics in schools can emphasize the human relationships in the dimensions and appreciate individual differences in both the ability and pangalamannya. 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).

The basic elements of mathematics is an activity hermenitika civilizing communicate mathematics in various dimensions. Communication can be defined as various forms of the vitality of relational potentials between subjects, subject-object, object-subject or objects. Form of consciousness has meaning and vitality into the changes, parallel or out of self-potential. Immanuel Kant (1724) divide the communication of mathematics, such that: material mathematics, formal mathematics, normatif mathematics and spiritual mathematics.