By: Dr. Marsigit, M.A.
Reviewed by: Wahyu Sujatmiko (09301244041)
Revitalization of mathematics education is an effort in the direction where the practitioners
mathematics education are given the opportunity to conduct self-reflection, for then
faced with multi-entry decision on the basis of the attitude of the in-depth study
towards a new paradigm has to offer. Recognized that it is not easy to realize
revitalization of education without the awareness and greatness of soul of both the macro and
micro-world of our education. Otherwise the paradigms mathematics education will remain a utopia that only up to the rhetoric mere.
That teachers are better able to realize the revitalization of the (educational) learning mathematics that fosters the creativity of students, referring to the recommendation Cockroft Report (1982) as well as the elaboration of Ebbut, S and Straker, A (1995), the following is a suggestion that might be useful for teachers in conducting learning mathematics, through the preparation phase, learning phase, and phase
evaluation as follows:
1. Teaching Preparation Phase
• Planning for mathematics learning environment
- Determine the necessary teaching resources
- Plan activities that are flexible
- Plan the physical environment of learning mathematics.
- Involve students in creating a mathematics learning environment
- To develop students' social environment
- Plan activities to work together.
- Encourage students to appreciate each other.
- Browse the feelings of students about mathematics
- To develop mathematical models.
• Plan activities of mathematics
- Plan mathematical activities are balanced in terms of:
matter, time, trouble, activities, etc..
- Plan mathematical activities that are open (open-ended)
- Plan activities according to students' abilities.
- Development of mathematical topics.
- Build mental math.
- When and where help students?
- Use a variety of teaching brag (books vary).
2. Learning Phase
• Develop the role of teacher
- Encourage and develop students' understanding.
- Provide an opportunity for each student to demonstrate ability to do math activities.
- Let students make mistakes.
- Encourage student responsibility for learning.
• Set the time to whom and when doing math
with / not with students
- Develop the students' experience.
- Allocate time.
- Set feedback.
- Regulate the involvement of teachers to students.
- Observe the activities of students
3. Evaluation Phase
• Observing student activities
- What students mastered / not mastered
- What activities the next diperlaukan.
• Evaluate yourself
- What have I done?
- What have I accomplished?
- What lessons can I quote?
- What will I do?
- What I do now?
- From where and what help do I need?
• Assess understanding, processes, skills, facts and results
- Meaning: I want to know if they know?
- Process: I want to know how what they may be used.
- Skills: I want to know which skills they can use?
- Facts: I want to know if they can remember?
- Result: I want to know what can meraka?
• Assess the results and monitor student progress
- Identify the concepts students
- Encourage students to conduct their own assessments.
- Create / use records of student progress.
- Observing what students do.
- Working with others?
- Identifying the necessary assistance.
- Assess aspects of the curriculum
mathematics education are given the opportunity to conduct self-reflection, for then
faced with multi-entry decision on the basis of the attitude of the in-depth study
towards a new paradigm has to offer. Recognized that it is not easy to realize
revitalization of education without the awareness and greatness of soul of both the macro and
micro-world of our education. Otherwise the paradigms mathematics education will remain a utopia that only up to the rhetoric mere.
That teachers are better able to realize the revitalization of the (educational) learning mathematics that fosters the creativity of students, referring to the recommendation Cockroft Report (1982) as well as the elaboration of Ebbut, S and Straker, A (1995), the following is a suggestion that might be useful for teachers in conducting learning mathematics, through the preparation phase, learning phase, and phase
evaluation as follows:
1. Teaching Preparation Phase
• Planning for mathematics learning environment
- Determine the necessary teaching resources
- Plan activities that are flexible
- Plan the physical environment of learning mathematics.
- Involve students in creating a mathematics learning environment
- To develop students' social environment
- Plan activities to work together.
- Encourage students to appreciate each other.
- Browse the feelings of students about mathematics
- To develop mathematical models.
• Plan activities of mathematics
- Plan mathematical activities are balanced in terms of:
matter, time, trouble, activities, etc..
- Plan mathematical activities that are open (open-ended)
- Plan activities according to students' abilities.
- Development of mathematical topics.
- Build mental math.
- When and where help students?
- Use a variety of teaching brag (books vary).
2. Learning Phase
• Develop the role of teacher
- Encourage and develop students' understanding.
- Provide an opportunity for each student to demonstrate ability to do math activities.
- Let students make mistakes.
- Encourage student responsibility for learning.
• Set the time to whom and when doing math
with / not with students
- Develop the students' experience.
- Allocate time.
- Set feedback.
- Regulate the involvement of teachers to students.
- Observe the activities of students
3. Evaluation Phase
• Observing student activities
- What students mastered / not mastered
- What activities the next diperlaukan.
• Evaluate yourself
- What have I done?
- What have I accomplished?
- What lessons can I quote?
- What will I do?
- What I do now?
- From where and what help do I need?
• Assess understanding, processes, skills, facts and results
- Meaning: I want to know if they know?
- Process: I want to know how what they may be used.
- Skills: I want to know which skills they can use?
- Facts: I want to know if they can remember?
- Result: I want to know what can meraka?
• Assess the results and monitor student progress
- Identify the concepts students
- Encourage students to conduct their own assessments.
- Create / use records of student progress.
- Observing what students do.
- Working with others?
- Identifying the necessary assistance.
- Assess aspects of the curriculum
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