By:
Dr. Marsigit, M.A.
Reviewed
by: Fikri Hermawan
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
essence of school mathematics pembuyayaan. In describing how to cultivate math
in school, then we still have to think about mathematics education, teaching
mathematics, mathematical thinking, and so on. Katagiri (2004) describes that
mathematical thinking involves three aspects namely: the attitude of
mathematics, methods of thinking about mathematics and mathematics content.
Mathematical acculturation is an implication of awareness of the
importance of reflection activities through the study of mathematics and
mathematics education mathematics 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.
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 dimensions of math or math on the
dimensions of the transition to formal mathematics.
1. The
nature of the School of Mathematics and learning
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. 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.
2.
Hermenitika acculturation of Mathematics
The basic elements of mathematics is an activity hermenitika
civilizing communicate mathematics in various dimensions. Communication of
mathematics is a form of potential korelational vitality that has the
properties of the appointment of terkarakterisasinya terjunjuk properties based
on the properties of the guide.
a. Communication materials math
Communications material is dominated by the nature of mathematics
from the direction of the horizontal nature of its vitality. In terms of
involvement, then the number of units involved are the potential is minimal
when compared to the communication from the other dimensions. So some people
can gain awareness that communication is communication with the math materials
the lowest dimension.
b. Formal communication of mathematics
Formal communication of mathematics is dominated by correlational
properties out or into the vitality of its potential. Correlation to the outside
or into a meaningful distinction between properties that are out and the
properties inside. Correlation between differences in the properties that
determine the nature of the subject or the object of communication.
c. Normative communication of mathematics
Normative mathematical communication is characterized by the
properties of the appointment meluruhnya korelasionalitas appointment on the
subject and the object itself. However, normative communication is said to have
a higher dimension due to its potential involvement satuansatuan more, wider
and more complex.
d. Spiritual communication of mathematics
Spiritual communication of mathematics is to accommodate all the
existing communication and that may exist. With communications into and out
will be reached a state where subject and object of communication with nature
without nature. Nor does it mean the subject and object of communication at the
level of metaphysical mathematics of spiritual communication can be identified
using correlational relationship potential and vitality of the subject and
object.
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