Revitalisasi Pendidikan Matematika

By : Drs. Marsigit MA

Reviewed by: Fifi Yuniarti

Teaching and learning mathematics is not easy. Therefore we need a method learning for teachers and students according to ability level. Cocroft Report provides several choices of teaching methods that are tailored to students ability level and well adapted to the learning resources. Several methods of teaching, among others, the methods of exposition by the teacher, the methods of discussion between teachers and students and between students and students, the methods of problem solving, the methods of investigation, the methods of skills-based training and principles, and the methods of implementation.

According to Shirley, mathematics can be classified in four different activities, that is, formal-pure mathematics, formal-applied mathematics, informal-pure mathematics, and informal-applied mathematics. Formal-pure mathematics developed at University and in schools, formal-applied mathematics developed in education and outside education, informal-pure mathematics developed outside of education, and informal-applied mathematics developed in daily life.

Ebbutt and Straker thinks that the revitalization of mathematics education can be based on mathematics as a patterns and relationships, mathematics as a creative that requires imagination, intuition, invention, mathematics as a problem solving activities, and mathematics as a tool to communicate. Mathematics as a patterns and relationships by giving students the chance to conduct discovery and investigate the patterns of discovery to determine a relationship. Mathematics as a creativity that requires imagination, intuition, initiatives such as encouraging students and provide opportunities for students to think differently. Mathematics as a problem solving activities such as teachers provide a learning environment that stimulates of mathematical problem. Mathematics as a tool to communicate such as encouraging students to know and explain the mature of mathematics.

Ebbutt and Straker also mentioned that the mathematics teaching materials include facts, understanding skills, algorithms skills, problem solving skills, and investigative skills. Facts include the information, names, term or conventions. Understanding skills include logical thinking, deduction, systematic, and consistent. Investigation skill include ask questions, make and test hypotheses, determine the appropriate information, and others.

In addition, Ebbutt and Straker argued that potential students can be optimally developed that is, students will learn if they got the motivation, students will learn to use own way, students will learn independently and also through cooperation, and students require a different situation in learning.