Nov 3, 2015

Teaching Material on the Philosophy and Ideology of Mathematics Education




Teaching Material:
Syntesises on
THE PHILOSOPHICAL AND  THEORETICAL
GROUND OF MATHEMATICS EDUCATION
By Prof. Dr. Marsigit, M.A. (2015) adapted and developed from The Philosophy of Mathematics Education (Paul Ernest, 2004)


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Activity 1: Ideology of Education
Objective         : Understanding various ideology of education
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various ideologies of education:

Radical
Conservative
Liberal
Humanist
Progressive
Socialist
Democra­cy

Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.
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Activity 2: Nature of Education
Objective         : Understanding various nature of education
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various natures of education:

Obligation
Preserving
Exploiting
Transforming
Liberating
Needs
Democracy
Others

Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.

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Activity 3: The Nature of Mathematics
Objective         : Understanding the nature of mathematics
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various natures of mathematics:

Body of Knowledge
Science of truth
Structu­re of truth
Process of Thinking
Social Activi­ties

Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.

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Activity 4: The Nature of School Mathematics
Objective         : Understanding the nature school of mathematics
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various natures of school mathematics:

Search for pattern and relation
Problems Solving
Investigation/
Research
Communication

Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.

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Activity 5: Moral of Mathematics Education
Objective         : Understanding and implementing the moral value of math education
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various moral of mathematics education:

Good vs Bad
Pragmatism
Hierarkhies
Paternalistics
Humani­ty
Justice, Freedom
Others



Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.

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Activity 6: Value Mathematics Education
Objective         : Understanding and implementing the value of math education
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various values of mathematics education:

Intrinsic
Extrinsic
Systemic



Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.
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Activity 7: The Nature of Students
Objective         : Understanding the nature of students
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various natures of students:

Empty Vessel
Character Building
Creativity
Growing like a seed
Constructing
Others



Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.

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Activity 8: The Nature of Students’ Ability
Objective         : Understanding the nature of students’ ability and its implication
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various natures of students’ ability:

Talent
Given
Effort
Need
Competency
Culture

Contextual
Others



Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.

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Activity 9: The Aim of Mathematics Education
Objective         : Understanding the aim of mathematics education
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various aims of mathematics education:

Back to Basic (Arithme­tics)
Certi-fication
Transfer of knowledge
Creativity
To develop people comprehensively



Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.

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Activity 10: Nature of Learning
Objective         : Understanding theory of learning and its implication
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various theories of learning:

Work Hard,
Exercises, Drill,
Memorize
Thinking
And
practice
Understanding and Application
Exploration
Discussion, Autonomy, Self




Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.

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Activity 11: Nature of Teaching
Objective         : Understanding the theory of teaching and its implication
Materials         :  Posed problems or questions, handout and supporting references
Method           Group Discussion
Question/Problem:

Followings are various theories of teaching:
Transfer of knowledge
External Motivation
Internal
Motivation
Construction
Discussion
Investigation
Development
Facilitating
Expository

Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.

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Activity 12: Theory of Teaching Mathematics
Objective         : Understanding the theory of teaching mathematics and its implication
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various theories of teaching mathematics:
Expository
Problem Solving
Memorize
Drill
Discussion
Practical Work
Development
Facilitating



Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.



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Activity 13: The Nature of Teaching Learning Resources
Objective         : Understanding the nature of teaching learning resources
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various natures of teaching learning resources:

White Board, Chalk, Anti Calcula­tor
Teaching Aid
Visual Teaching Aid for motivation
Various resources/ environment
Social
Environment

Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.

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Activity 14: The Nature of Assessment
Objective         : Understanding the nature of assessment and its implication
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various natures of assessment:

External Test
Portfolio
 Social
Contextual

Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.

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Activity 15: The Nature of Society
Objective         : Understanding the nature of society and its implication
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various natures of society:

Diversity
Monoculture
Desentralisation
Competency
Multiple Solution
Heterogonomous
Social Capital
Local Culture

Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.
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Activity 16: The Nature Curriculum
Objective         : Understanding  the nature of curriculum and its implication
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various natures of curriculum:

Instrument
Curriculum
Subject-based Curriculum
Integrated Curriculum
Knowledge Based Curriculum
Competent-based Curriculum
Individual Curriculum
Interactive Curriculum
ICT Based Curriculum

Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.
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Activity 17: The Nature Students’ Learn Mathematics
Objective         : Understanding the nature of students’ learn mathematics
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various natures of students’ learn mathematics:

Individual
Competition
Motivation
Readiness
Scaffolding
Collaborative
Constructing
Contextual
Enculturing

Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.

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Activity 18: The Nature Mathematical Thinking
Objective         : Understanding the nature of mathematical thinking
Materials         :  Posed problems or questions, handout and supporting references
Method           : Group Discussion
Question/Problem:

Followings are various natures of mathematical thinking:

Subyective
Obyective
Producing
Reflecting
Critizising
Constructing
Social Activity
Atittude
Content
Method
Conjecture
Embodiment

Discuss its implication to mathematics teaching practice?  Which one of them is the most favorable for you and your teaching? Explain.

000))))^^^^^^^^^^((((000


8 comments:

  1. PUTRI RAHAYU S
    S2 PENDIDIKAN MATEMATIKA_D 2016
    16709251070

    Untuk mendapatkan hasil yang memuaskan seorang guru harus bisa memahami karakter siswa atau mahasiswanya.memahami tujuan pembelajrannya, materi pembelajaran, segala sesuatu yang berhubungan dengan pembelajaran. Memakai pendekatan dan metode sebaik apapun tetapi seorang guru tidak memahami hakikat guru maka tidak akan ada hasil yang memuaskan.

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  2. This comment has been removed by the author.

    ReplyDelete
  3. Sylviyani Hardiarti
    16709251069
    S2 Pendidikan Matematika Kelas D 2016

    Dalam proses pembelajaran terjadi hubungan yang interaktif antara guru dan siswa dalam ikatan tujuan instruksional. Dalam proses ini, sangat penting bagi guru untuk memahami anak didiknya. Hal ini dapat dilakukan dengan pendekatan individual dimana guru berusaha memahami anak didik dengan segala persamaan dan perbedaannya maupun dengan pendekatan kelompok dimana guru berusaha memahami anak didik sebagai makhluk sosial. Perpaduan antara kedua pendekatan ini akan menghasilkan hasil pembelajaran yang lebih baik.

    ReplyDelete
  4. Sylviyani Hardiarti
    16709251069
    S2 Pendidikan Matematika Kelas D 2016

    Mengutip dari salah satu tulisan Prof. Dr. Marsigit, M.A yang berjudul “Elegi Permintaan Si Murid Cerdas Kepada Guru Matematika” yaitu “untuk siswa-siswa yang bermacam-macam kemampuan, engkau hanya mengajarinya matematika yang sama, dalam waktu yang sama, dengan tugas yang sama, dengan metode mengajar yang sama, dan mengharapkan hasil yang sama, yaitu hasil yang sama dengan apa yang engkau pikirkan. Itulah sebenar-benar metode mengajar tradisional yang tidak mampu lagi dipertahankan”. Dari kutipan tersebut, hal penting yang dapat saya ambil yaitu sangat penting bagi guru untuk menerapkan metode pembelajaran inovatif karena didalam suatu kelas terdapat siswa dengan kemampuan yang berbeda, cara belajar yang berbeda, atau pun hal-hal lain yang berbeda. Hal ini dikarenakan manusia adalah benda konkret yang selalu berubah dan terikat dengan ruang dan waktu. Tidak ada satu benda konkret pun yang sama di dunia ini. Oleh karena itu, dengan menggunakan metode pembelajaran yang berbeda-beda, alat yang berbeda-beda, sumber belajar yang bervariasi dapat membantu siswa belajar dan menciptakan pembelajaran yang menyenangkan, efektif, efisien dan bermakna.

    ReplyDelete
  5. Yosepha Patricia Wua Laja
    16709251080
    S2 Pendidikan Matematika 2016

    Saya ingin mengomentari activity 10 mengenai nature of learning. Menurut saya agar siswa dapat mempelajari matematika dengan baik dan dapat mengingat dengan baik segala informasi yang diberikan oleh guru maka guru perlu stimulus kepada siswa agar siswa dapat termotivasi untuk berpikir keras dengan cara memberikan siswa latihan-latihan. Dengan banyaknya latihan yang diperoleh siswa maka guru mengharapkan apa yang dipelajari siswa tersebut dapat diingat dan disimpan didalam memorinya. Selain latihan, siswa juga perlu memiliki pengalaman agar apa yang dipelajari dapat terus ia ingat dan dapat mengaplikasikanya dalam kehidupannya. Pengalamannya dapat ia peroleh melalui diskusi dengan teman-temannya atau melalui pengalaman yang dialaminya sendiri. Misalkan dalam pembelajaran matematika, untuk menemukan rumus volume balok maka guru bisa saja meminta siswa untuk memasukkan kubus-kubus satuan kedalam balok untuk mengantarkan siswa pada pemahaman mengenai volume.

    ReplyDelete
  6. Supriadi / 16709251048
    Kelas C 2016 Pendidikan matematika
    Pascasarjana

    Permasalahan siswa dalam belajar matematika bisa dipengaruh oleh masalah siswa belajar mapel yang lain. Serta kurangnya pemahaman konsep yang menjadi awal permasalahan siswa dalam belajar matematika.

    Untuk membentuk pemahaman konsep perlu dilakukan pembelajaran bermakna yang lebih kepada pembelajaran menemukan dan pembelajaran menerima jangan langsung ke defenisi apa lagi langsung ke rumus. Usahakan setiap materi, konsepnya harus tersampaikan kepada siswa dan mereka bisa memahaminya. Pembelajaran bermakna yang dimaksud disini yaitu pembelajaran menemukan dan pembelajaran menerima.

    Kemudian ketika siswa belajar dalam kelompok diskusi maka perlu pembagian kelompok secara heterogen (jenis kelamin, karakter, kognitif), jumlah anggota. Kemudian materi jelas, tingkat kesulitan materi diskusi yang sedang bersifat umum (jangan banyak tuntunan), serta perlunya pemberian scaffolding dalam kelompok (ada pemerataan proporsi) didukung tepat guna, tepat cara.

    ReplyDelete
  7. Sumandri
    16709251072
    S2 Pendidikan Matematika D 2016

    Pembelajaran adalah suatu interaksi antara seorang guru dengan siswa. Supaya mendapatkan hasil yang memuaskan tentu harus ada saling memahami antara guru dengan siswa. Guru harus bisa memahami siswa dan sebaliknya siswa berusaha memahami apa yang ingin disampaikan gurunya, dengan adanya saling memahami ini tentu tujuan yang ingin dicapai akan mudah untuk dilakukan.

    Sesuai dengan peraturan mentri bahwa seorang guru itu harus mempunyai minimal 3 kompetensi yakni kompetensi pedagogik, kompetensi profesional dan kompetensi sosial (sikap), dengan adanya minimal 3 kompetensi guru ini tentu akan memudahkan guru dan siswa dalam mencapai tujuan yang diharapkan. Guru harus lebih kreatif dan sabar dalam menghadapi siswanya, hendaknya guru mengajar dengan hatinya (ikhlas) karena sesuatu yang diberikan dengan hati yang ikhlas InsyaAllah akan memperoleh hasil yang memuaskan.

    ReplyDelete
  8. Syahlan Romadon
    PM C 2016 / 16709251047

    Pembelajaran baik jika dasar pembelajarannya baik, perencanaannya baik, dan penerapannya sesuai. Sesuai gurunya, sesuai siswanya, sesuai materinya, sesuai penyampaiannya.
    Pembelajaran akan bermakna jika mampu mengkondisikan siswanya untuk membangun ilmunya.

    ReplyDelete