Immanuel Kant (1771) mentions that in mind we already have four categories, namely:
- Qualitative, which includes reality, negation, and limitations.
- Quantitative, which includes unity, plurality, and totality.
- Category, where there are various possibilities about the existence and needs.
- The relationship, which consists of the substance, causes and communities.
The fourth category above have links with mathematics education, namely that there is intention in mind to implement a phenomenon. Intentions we begin with an awareness of space and time. Thus, there is an abstraction and idealization in it. Abstraction think about certain qualities favored, while the idealization considered perfect property there. All the things that do not need to be included in epoche house, so that is in our minds is the concept gained through abstraction and idealization. As a result, the phenomenon becomes knowledge about science teaching and learning mathematics, we need a way of thinking from the bottom up and from top to bottom. Top-down method should require theories, reference, we can get from books, journals, and search reports.
The things we do can become routine, widespread, and intensive. If you routinely work but remain passive and spread the way it works, will produce a narrow-intensive work. Our focus in science teaching and learning mathematics is mathematics each student can think, so we need a reference.
According to Katagiri (2004), students' mathematical thinking has three aspects, namely:
- Attitude
- Method
- Content
When students do mathematical thinking and mathematical properties associated with the existing school, which is a pattern, solve problrm, investigation and communication, there will be a network. Oeh talk like William Blake, "No bird flying too high when he rose with his own wings" That's what this illustrates how important a network. However, in order to create a network, we are also asked to be patient but active and proactive in giving, both in the form of service or other contributions to individuals or groups. Has value to others, by creating partnerships that provide convenience and variety of value in their favor. If we look back at the phenomenon that we have proof. Furthermore, if we go further, it will result in the analysis. This is if the item described will be an instrument of research. research instruments can be used for observation, the material question for the question siswaserta materials for teachers. From the research that has been done, the instrument can analyze the data to generate a conclusion.
December 30, 2009
My Small Research
After doing the research object is a primary school level and advanced level students, the authors conclude that due to so much negative perception of mathematics, it is important to us as a mathematics teacher efforts can make the learning process fun and meaningful. Here are some ideas to reduce fear or negative perceptions of mathematics.
1. Pack oriented mathematics learning around the world (Realistic Mathematic Education).
RME is by linking and involving environment, real experiences of students had ever experienced in daily life, and make the mathematics as a student activity. RME approach with students not only brought into the real world (real world), but in relation to any real situation existing in the minds of students. Thus encouraged students to think about how to solve problems that may or frequently experienced by students in the student daily.
2. Give the freedom to move students with out-door mathematics.
If learning has always done in the classroom, where students less free to move, try a variety of learning strategies related to the life and environment around the school directly, and use it as a source of learning. Many things can make our mathematics learning resources, which is important to choose appropriate topics, such as measuring the height of the tree, measure the width of a tree, measure the height of the kite and so forth.
3. Finish in teaching.
There are some philosophers and beliefs of education experts that "students learn a little better material until cooked (complete) rather than to learn a lot but shallow. Despite the many demands of the curriculum to the achievement of the target absorption but with a limited allocation of time. So teachers should encourage students to complete self-study materials prior to further this kareana intended to prevent any misconceptions that would imprison students in learning mathematics.
4. learn and play.
Most students, learning mathematics is a heavy burden and boring, students become less lost interest and motivated, quickly bored, and tired. The few ways that can be done to overcome this by making innovation on learning. Some ways that can be implemented, among others; give a quiz or a puzzle that must be predictable either in groups or individually, to make mathematics and recited poetry in front of the class in turn, provides a class game of numbers and so forth depending on the creativity of teachers.
5. synergy relationships teachers, students and parents.
Demands of parents that their children receive a satisfactory score if not balanced with the understanding and guidance will be a special burden. Recognized or not, many parents are now less attention to development and learning difficulties at school children. Parents do not want to know the development of children's learning, the important good value. The desire of parents is actually in the know it or not has Compounding the students in learning. Therefore itusinergisitas teacher-student relationships in schools, parent-child and child at home, and parent-teacher in different occasions and private agencies should be increased. Parents monitor their children with learning difficulties how to consult on a regular basis both for official and personal. Instead the teacher tells students the real progress to parents.
So be aware of all parties, to enable students to develop optimally in learning math should attempt to remove the negative perception and fear of math, so math still “matematika, is’nt mate-matian”.
1. Pack oriented mathematics learning around the world (Realistic Mathematic Education).
RME is by linking and involving environment, real experiences of students had ever experienced in daily life, and make the mathematics as a student activity. RME approach with students not only brought into the real world (real world), but in relation to any real situation existing in the minds of students. Thus encouraged students to think about how to solve problems that may or frequently experienced by students in the student daily.
2. Give the freedom to move students with out-door mathematics.
If learning has always done in the classroom, where students less free to move, try a variety of learning strategies related to the life and environment around the school directly, and use it as a source of learning. Many things can make our mathematics learning resources, which is important to choose appropriate topics, such as measuring the height of the tree, measure the width of a tree, measure the height of the kite and so forth.
3. Finish in teaching.
There are some philosophers and beliefs of education experts that "students learn a little better material until cooked (complete) rather than to learn a lot but shallow. Despite the many demands of the curriculum to the achievement of the target absorption but with a limited allocation of time. So teachers should encourage students to complete self-study materials prior to further this kareana intended to prevent any misconceptions that would imprison students in learning mathematics.
4. learn and play.
Most students, learning mathematics is a heavy burden and boring, students become less lost interest and motivated, quickly bored, and tired. The few ways that can be done to overcome this by making innovation on learning. Some ways that can be implemented, among others; give a quiz or a puzzle that must be predictable either in groups or individually, to make mathematics and recited poetry in front of the class in turn, provides a class game of numbers and so forth depending on the creativity of teachers.
5. synergy relationships teachers, students and parents.
Demands of parents that their children receive a satisfactory score if not balanced with the understanding and guidance will be a special burden. Recognized or not, many parents are now less attention to development and learning difficulties at school children. Parents do not want to know the development of children's learning, the important good value. The desire of parents is actually in the know it or not has Compounding the students in learning. Therefore itusinergisitas teacher-student relationships in schools, parent-child and child at home, and parent-teacher in different occasions and private agencies should be increased. Parents monitor their children with learning difficulties how to consult on a regular basis both for official and personal. Instead the teacher tells students the real progress to parents.
So be aware of all parties, to enable students to develop optimally in learning math should attempt to remove the negative perception and fear of math, so math still “matematika, is’nt mate-matian”.
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