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


16 comments:

  1. Kunny Kunhertanti
    16709251060
    PPs Pendidikan Matematika kelas C 2016

    Dalam aktivitas 12 saya melihat terdapat pemecahan masalah, drill, dan diskusi. Hal ini memang baik dilakukan dalam waktu yang tepat. Misalnya saja pemecahan masalah yang memang menjadi tujuan dalam pembelajaran matematika di Indonesia. Tidak hanya di Indonesia saja, bahkan NCTM pun juga menekankan kemampuan pemecahan masalah dalam tujuan pembelajarannya. Karena memang pemecahan masalah itu sendiri menjadi hal yang penting karena menjadi sesuatu hal yang sering ditemukan dalam kehidupan sehari-hari.

    ReplyDelete
  2. Dimas Candra Saputra, S.Pd.
    17709251005
    PPs PM A 2017

    Dalam postingan ini terdapat empat kelompok sumber belajar yang biasa digunakan, antara lain papan tulis, kapur, anti kalkulator, alat bantu belajar, alat bantu visual untuk memotivasi, sumber-sumber yang beragam atau lingkungan, serta lingkungan sosial. Hal ini mengindikasikan bahwa guru harus dapat mengembangkan dan memunculkan berbagai sumber belajar agar mampu memfasilitasi seluruh siswa.

    ReplyDelete
  3. Nama : Mirza Ibdaur Rozien
    NIM : 17709251064
    Kelas : Pascasarjana Pendidikan Matematika C

    BISMILLAHIRROHMANIRROHIM
    Dalam tulisan yang saya baca pada halaman ini, belajar tentang filsafat dan ideology dalam pendidikan matematika lebih memungkinkan jika menggunakan metode diskusi. Karena dengan metode diskusi kita dapat melatih kemampuan kita dalam berpendapat, memahami pendapat orang lain, mengetahui kekurangan kita. Karena dengan cara berdiskusi pikiran kita akan berkembang dan ilmu yang diperoleh akan semakin luas dan dalam. Karena dengan berdiskusilah fikiran kita akan terbuka.
    TAMMA BIHAMDILLAH

    ReplyDelete
  4. Isoka Amanah Kurnia
    17709251051
    S2 Pendidikan Matematika 2017 Kelas C

    Despite from all the learning methods, ability of solving problems is the most important support for students in learning mathematics. Most of students nowadays keep saying that "All formulas we learn in Math are useless, how do we use parabolas and integral in real life? Do we really have to measure all those unreal things?"

    What we need here is contextual content as a bridge between the materials and students' real problem in daily life. Math is not useless, they have to comprehend.

    ReplyDelete
  5. Fitri Ni'matul Maslahah
    17709251058
    S2 Pendidikan Matematika

    Based on activity 4, they are favourable. Teaching mathematics by searching pattern and relation is suitable for all type of students, even elementary students through university students. By doing so, students will find the fact that mathematics has the own harmony. while teaching mathemtics by problem solving is common method, because all of mathematical problems have to solved. Pressure point here is the lack of ability to define the meaning of the problems by solving them. Investigation/research isn't bad choice of teaching method, by investigating some cases or problems around the student, they've learned to practice mathematics in real life. while communication is important thing to do in mathematics teaching learning process, because worse communication will bring great effect to the students learning mastery of mathematics. That's all of my opinion about activity 4, another opinion always welcomed due the aim of the discussion process. Wallahu A'lam

    ReplyDelete
  6. Fitri Ni'matul Maslahah
    17709251058
    S2 Pendidikan Matematika

    Every creation given their own ability and characteristic, and of course students are not acception. We can find a talwnt given students, a students who take effort in their study, and so on. Every ability needs different treatment in teaching learning process. We can't put a same action on a student who given talent and a student who put an effort on their study. Teacher must educate them to fulfill national education aims. by doing so, teacher has no right to differentiate them, take an example A is a given studen and B is a slow learner. in teaching learning process, teacher must give same attention due the social interaction between A and B. But teacher must diferentiate them in learning material, time allocation, sharpening problems, difficulty level of problem etc. It's right to differentiate students based on their ability in learning material, time allocation, sharpening problems, difficulty level of problem aspects, but it will be wrong if teacher differentiate them in attention due their social interaction. That's all of my opinion, another opinion always welcomed due the objective of the discussion process. Wallahu A'lam

    ReplyDelete
  7. Fitri Ni'matul Maslahah
    17709251058
    PPs Pend. Matematika C
    I'd like to share opinion or posing an argument here based on 7th activity. The nature of students is important factor in teaching mathematics. Imitate while we're write something. We must know as clear as possible what kind of material we're going to write in. is it a paper? a colour paper? a stone? a leaf? etc. by knowing the spot of writing, we can choose correctly what kind of pen we're going to use. Some nature of students posed on 7th activity such as empty vessel, character building, creativity, or growing like a seed construction must be understood by teachers. When teacher sees the students as an empty vessel, teacher can put anything down there. But a good teacher will sincerely select what kind of material they'll put there down. beside empty vessel, students can be seen as the land of character building. A wise teacher won't just only teach the character that students must be, but also give a real manner reflecting a good character. some teacher see students has the own creativity, then the teacher must be selecitive when looking for the material, learning equipments, even the methods of teaching. Students will grow like a seed, the teacher must cinstruct and guide them wisely due the aim our national education aims. That's all of my opinion, another opinion always welcomed due the objective of the discussion process. Wallahu A'lam

    ReplyDelete
  8. Fitri Ni'matul Maslahah
    17709251058
    PPs Pend. Matematika C

    Based on the nature of teaching posed on 11th activity, I prefer to state that teaching is not only the transfer of knowledge, not only carry external motivation or internal motivation, not only facilitate the students, not only giving material to construct students's knowledge though construction or class discussion, but teaching is their combination due our educational aims. transfer of knowledge is the basic objective of teaching, while expository is an old method of teaching. each teaching and learning process carry out external or internal motivation. but if choose one of the is obligation, I'd like to choose discussion to teach or investigation to teach mathematics in high school. By discussing learning material, students will have many elaboration of their material from another source of learning, while investigation serve students with real experiments of mathematics. That's all of my opinion, another opinion always welcomed due the objective of the discussion process. Wallahu A'lam

    ReplyDelete
  9. Shelly Lubis
    17709251040
    Pend.Matematika B

    I'm interested in activity 5, about moral of mathematics education, which discuss about good vs bad, pragmatism, etc. It's something new for me. I get new information and knowlegde.

    ReplyDelete
  10. iLania Eka Andari
    17709251050
    S2 Pmat C 2017

    Pada topik activity 2 yaitu nature of education, yang lebih akan saya pilh untuk saya gunakan di latihan pengajaran matematika atau mathematics teaching practice adalah need atau kebutuhan. Pendidikan adalah kebutuhan, karena pendidikan adalah salah satu pilar yang membangun suatu negara. Maka pengajaran matematika pun menurut saya berdasarkan kebutuhan siswa. Matematika terkadang terasa abstrak bagi siswa, sehingga mereka seringkali bertanya “untuk apa saya mempelajari hal tersebut?”. Padahal tentu saja matematika dibutuhkan oleh banyak orang untuk masa depannya. Salah satu cara yang dapat dilakukan untuk menjawab pertanyaan siswa adalah dengan cara membiasakan pembelajaran kontekstual. Pembelajaran matematika kontekstual mengangkat masalah matematis yang sesuai dengan konteks kehidupan siswa. Dengan demikian siswa akan lebih memahami bahwa mereka memang membutuhkan matematika.

    ReplyDelete
  11. iLania Eka Andari
    17709251050
    S2 Pmat C 2017

    Pada activity 3, di angkat pertanyaan mengenai the nature of mathematics. Ada beberapa pilihan, yaitu body of knowledge, science of truth, structure of truth, process of thinking dan social activities. Jika saya diberi beberapa pilihan tersebut untuk digunakan sebagai dasar dalam latihan pengajaran matematika, maka saya kemungkinan besar akan memilih matematika sebagai aktivitas sosial. Orang-orang di masa lalu menyebut matematika sebagai ilmu pasti (science truth), namun secara halus, matematika adalah aktivitas sosial. Segala ilmu pengetahuan adalah aktivitas sosial manusia dengan manusia lain, atau manusia dengan lingkungannya. Matematika ada dalam jual beli di pasar, matematika ada dalam penghitungan omset sebuah perusahaan, matematika ada dalam penghitungan massa jenis suatu unsur baru. Secara lebih dekat dengan anak-anak, matematika ada dalam kehidupan mereka sebagai logika. Misalkan seorang anak diberi pilihan hadiah baju baru atau sepeda baru. Si anak akan memikirkan mana yang dibutuhkan olehnya. Jika si anak memiliki kalkulasi atau perhitungan yang cukup tinggi, ia akan memikirkan, hadiah mana yang harganya lebih mahal. Begitulah matematika sebagai aktivitas sosial.

    ReplyDelete
  12. iLania Eka Andari
    17709251050
    S2 P.Mat C 2017

    Pada activity 9, topik yang dipilih adalah the aim of mathematics education yang artinya dalam bahasa Indonesia adalah tujuan pendidikan matematika. Ada beberapa alternatif pilihan yang dapat dipilih untuk digunakan sebagai landasan dalam pengajaran matematika, di antaranya back to basic (arithmetics), certification, transfer of knowledge, creativity, dan develop people comprehensively. Saya akan memilih tujuan dari pembelajaran matematika adalah kreativitas. Menurut saya, seseorang dapat berkembang salah satunya adalah dengan kreativitas. Pembelajaran matematika dapat mengembangkan kreativitas, baik siswa ataupun guru. Pembelajaran matematika, khususnya untuk anak-anak membutuhkan cara-cara yang menarik, agar siswa tidak bosan. Guru dapat menggunakan berbagai macam setting kelas dikombinasikan dengan metode-metode pembelajaran, disesuaikan dengan kebutuhan siswa dan materi yang akan dipelajari siswa. Guru juga harus memperhatikan karakteristik siswa. Inilah yang dapat mengasah kreativitas guru. Sedangkan bagi siswa, mereka dapat mengasah kreativitas melalui masalah-masalah atau kasus yang diberikan oleh guru. Ketika seseorang berusaha memecahkan masalah, mereka cenderung berusaha berpikir seperti biasa sampai out of the box. Inilah yang akan mengasah kreativitasnya. Dengan demikian, setelah kreativitas semakin terasah, maka implikasinya adalah pikirannya semakin berkembang.

    ReplyDelete
  13. Bulan Nuri
    17709251028
    PPs PM B 2017

    Berbagai tabel aktifitas yang telah dipaparkan diatas menjelaskan urutan kepahaman matematika dan cara belajar mengajar matematika. Dengan berbagai metode yang dapat diterapkan untuk memahami matematika, salah satu metode yang dilakukan adalah metode diskusi. Karena dengan berdiskusi dapat menambah kecakapan berbicara, pemahaman dan saling menghargai pendapat.

    Demikian, terimakasih.

    ReplyDelete
  14. Fitri Ni'matul Maslahah
    17709251058
    PPs Pend. Matematika C

    God has been given us uncountable resources that can be used to fulfill our necessary. Various teaching learning resources described on 13th activity is some resources that we can used. White boar, chalk, anticaluculator is classic teaching learning resouces, while another categories are more comtemporary resources of teaching and learning process. a good teacher must has ability to choose teaching learning resources basen on environmental needs and students characteristics. nowadays, so many teaching aid that can be used in teaching learning process, although visual, audio, or audiovisual teaching aid. While choosing an appropriate resources in teaching learning process need a deep consideration about condition, environmet, students, even the teachers ability. That's all of my opinion, another opinion always welcomed due the objective of the discussion process. Wallahu A'lam

    ReplyDelete
  15. Kholifatun Nur Rokhmah
    17709251011
    Pend. Matematika A 2017

    Melihat dari judul artikel ini yaitu "Teaching Material on the Philosophy and Ideology of Mathematics Education" seharusnya dengan mengikuti berbagai aktivitas yang disediakan di atas, kita sebagai mahasiswa pendidikan matematika akan mampu mengidentifikasi dan membangun pengetahuan tantang filsafat pendidikan matematika. Berbagai aktivitas di atas akan membangun pengetahuan mahasiswa tentang filsafat pendidikan matematika secara runtut serta memberikan kesempatan kepada mahasiswa untuk membangun sendiri skema pengetahuan dengan memberikan kesempatan menguraikan implikasi-implikasi istilah-istilah pada setiap aktivitas dalam pembelajaran matematika.

    ReplyDelete
  16. Wisniarti
    17709251037
    PM B Pascasarjana

    Postingan ini menguraikan materi pembelajaran pada filosofi dan pendidikan. Metode yang digunakan agar mahasiswa dapat memahami mengenai suatu pengetahuan baru bisa juga dilakukan seperti yang diuraikan pada postingan ini. Mahasiswa diberikan poin-poin materi dan diberikan juga bagian-bagian yang terdpat pada poin materi tersebut kemudian mahasiswa diberikan kesempatan untuk memilih serta menambahkan pendapat mengenai apa yang dipilih beserta dengan alasannya. Dengan melakukan kegiatan seperti ini tujuannya agar semua poin pada materi itu dipahami sehingga dapat memilih serta berpendapat mengenai alasan memilih tersebut.

    ReplyDelete