Pembudayaan Matematika di Sekolah Untuk Mencapai Keunggulan Bangsa

Oleh: Dr. Marsigit, MA

Reviewed by : Margaretha Madha Melissa (09301244013)

If we want to describe how to cultivate mathematical at school, then we have to think about mathematics education, learning mathematics, mathematical thinking, and so on. Mathematical thinking includes three aspects: the attitude of mathematics, thinking about mathematical methods, and the content of mathematics. Mathematical acculturation have means how far we are able to perform activities in a range of intentions, attitudes, knowledge, skills and experience of mathematics, mathematics education and learning mathematics. Explicitly mathematical acculturation based on: (1) knowledge of mathematics in various dimensions, which include the nature, justification and occurrence, (2) mathematical objects at various dimensions which include the nature and origin, (3) the use of formal mathematical
include its effectiveness in science, technology and other sciences, and (4) practices mathematics in various dimensions, more generally, including the activities of the mathematicians or mathematics activities from elementary school students.

  The content and formal mathematical methods make mathematics as abstract, general, formal, objective, rational, and theoretical.   The “social constructivist” view that mathematics is a copyrighted work humans through a certain period of time. All the differences of knowledge generated human creativity is intertwined with nature and history. Social interaction among students and teachers will be able to provide critical activities
for the rectification of the concepts, so students will get improved concepts,
so that subjective knowledge has the same math with the knowledge objectives.

Acculturation of mathematics in school can begin with defining the nature of mathematics school, such: (1) mathematical activity is an activity tracking patterns and relationships, (2) activities requires creativity, imagination, intuition and invention, (3) activities and results of mathematical needs to be communicated, (4) activities are part of the problem solving mathematical activities, (5) algorithm is a procedure to obtain answers to math problems, and (6) social interaction is needed in mathematical activities. The basic element of mathematics is hermenitika activity civilizing communicate mathematics in various dimensions. Communication can be defined as various form of the potential vitality of relational between subjects, subject-object, object-subjects or objects.

Civilize the nation's math to get the benefits can be obtained through innovation in school mathematics learning paths. The innovation of learning mathematics teacher should be able to answer the challenge such: How to promote teaching learning process of mathematics that emphasize the process? How to develop cooperative learning in mathematics? How to make group learning in mathematics? How to make studying mathematics outside the classroom? How to develop learning mathematics through games?  

To be able to cultivate an understanding of the meaning of mathematics is needed mathematics in various dimensions. Dimensional mathematical meaning can be seen from the side dimensional mathematical objects to concrete objects and mathematical dimensions to the objects of mind. Mathematical communication includes communication materials, formal communication, normative communication and spiritual communication. In relation to learning mathematics then we are more suited to define mathematics as the mathematics school, but for college level mathematics we define as formal mathematical or axiomatic. Mathematics can contribute to the civilizing nation of excellence through innovation learning conducted on a continuous mathematical constantly. In relation to obtaining the benefits the nation then we can think of mathematics, learning mathematics and mathematics education at different hierarchy level or the level of intrinsic, extrinsic or systemic.