Metodologi Pembelajaran Matematika

By: Dr. Marsigit, M.A

Reviewed by : Fikri Hermawan

Commonly, mathematics teachers get difficulties to handle the differences of students’ abilities. The teachers inhibit the activities of smart students to wait fot the less intelligent students. And to the less intelligent students, teachers try to involve so that they can chase the smart students although it seems so hard to do.

Ebbutt and Straker (1995: 10-63), gave the guiding to the mathematics teachers to involve so that the students feel fun with mathematics in school. The guiding that they gave is based on basic assumption about the nature of mathematics and the nature of learner:

a. Mathematics is the activity to search pattern and relationship.

b. Mathematics is creativity which need imagination, intuition, and discovery.

c. Mathematics is problem solving activity.

d. Mathematics is communication tool.

In the other side, Ebbutt and Straker (1995: 60-75), gave their view in order to students’ potention can be developed optimally, then these assumptions and implications can be the references:

1. The students will learn if they get motivation.

2. The students learn by their own ways.

3. The students learn independently and by colaboration

4. The students need different context and situations in their learning.

So that mathematics can be taught more attractive, so Ebbutt and Straker gave the suggestions:

1. Preparation of teaching stage

2. Learning stage

3. Evaluation stage