Pembudayaan Matematika di Sekolah Untuk Mencapai Keunggulan Bangsa

By : Drs. Marsigit MA

Reviewed by: Siti Nurchoiriyah (P.Mat Swa 09/ 09301244051)

Materially, mathematics can be concrete objects, pictures or models of cube, colorful symbol of big numbers or small, square-shaped pond, pyramid-shaped roof, the pyramids in Egypt, the horses roof right triangle-shaped, wheel-shaped circle, and so on. Formally, the math can take the form of pure mathematics, mathematical axiomatic, formal mathematics or mathematics deductively defined. Normatively, then we tidakhanya studied mathematics, both materially and formally, but we berururusan by value or value that is in reverse mathematics. As for the metaphysical, mathematical dimensions reveal various levels of meaning and value that only can be achieved in metacognition. That is one form of awareness of the various dimensions of mathematics. Civilize mathematics in school is the range between the awareness of the various dimensions of mathematics, learn and develop attitudes that are supported by knowledge of the methods and mathematics content, in order to obtain the skills to do mathematical activities, to obtain a variety of experience conducting and researching mathematics and present it in various forms in accordance with dimensions.
Acknowledged that the content and formal mathematical methods, because in principle, make
mathematics as abstract, general, formal, objective, rational, and theoretical. This is the essence of science and mathematics. With this approach the absolutist establish formal mathematics that he regarded as neutral and value free (Shirley, 1986). Things are bound to the social implications and values ​​attached to them, explicitly, its omission. The unwavering absolutist stance of looking at it objectively neutrality of formal mathematics. But in reality, the values ​​contained in the things mentioned above, makes the problems can not be solved. This is because based on things that are formal course can only reach the outer part of the discussion of mathematics itself. Mathematics promoted itself actually contains implicit values. Abstract is a value to the concrete, formal, a value of informal, objective to subjective, justification of the invention, the rationality of intuition, reason against emotion, common things to halhal particular, the theory of practice, working with the mind of the work by hand, and onwards. If they are willing to accept criticism that there is, in fact their views on the formal mathematics that neutral and value-free is also an inherent value in themselves and difficult to see. The "social constructivits" view that mathematics is a human creation through a certain period of time. All the differences resulting knowledge of human creativity which is interlinked with the nature and history. Consequently, mathematics is seen as a science that is bound to the culture and value creator in its cultural context. The history of mathematics is the history of its formation, not just those related to disclosure of the truth, but it covers problems that arise, understanding, statements, evidence and theories created, which is communicated and experienced by the reformulation of individuals or a group with various interests. Such a view gives the consequence that the history of mathematics need to be revised. Thus the idea of ​​a social constructivist mathematics leads to the need for the material.
To be able to cultivate business mathematics in school, then we should use the material dimension of mathematics or math on the dimensions of the transition to formal mathematics.
Acculturation of mathematics in school can begin with defining the essence of school mathematics. Ebbutt, S and Straker, A., (1995) defines school mathematics as:
(1) activity is an activity tracking mathematical patterns and relationships,
(2) mathematical activities require creativity, imagination, intuition and invention,
(3) activities and results of mathematics needs 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.