By : Dr. Marsigit ,
MA
Reviewed By Absari Nur Khasanah
Becher and Maclure (1978), said that there are two
kinds of teacher’s position in teaching learning innovation that related by
developing curriculum. First, curriculum that have characteristic instrumental,
teacher is the role that do curriculum, by developing their capability in
teaching learning mathematics to make the student reach their dreams. Second,
in the curriculum that have characteristic interactive, the role of the teacher
as a developing curriculum by developing teacher’s function as a facilitator
and help the student’s need with assumption the student is given probability to
say their opinion and construct their own concept according to their speed and
their apperception. In teaching learning mathematics, we know so clearly the
differences between traditional method and progressive method.
There are some approaches to understand what’s
mathematics. First is ontology approach, in this case we find the definition of
mathematics according to he root and the dept basic from the reality of
mathematics. The reality of mathematics implicitly together with the subject of
mathematics. Second is epistemology approach, then axiology approach.
Whatever about the quality of the teaching learning
of mathematics, we can think about the reach of the result compare with the
other result that same. Or in another side is a process where the beginning
value is the fundament and a strength to get the high quality of teaching
learning of mathematics.
According to the result of the comparing study in
Australia about International Mathematics Class, the main references is about
international standard of the teacher in Australia ad the result of the
discussion with the expert. The researcher can conclude that international
mathematics teacher must full all of the criteria like professional in their
knowledge about mathematics and science, professional in teaching learning of mathematics,
then professional to improve the profession of mathematics educational.
Developing of mathematics education can be done by
two levels, there are macro and micro. In macro, developing of mathematics
education must refresh vision and developing educational paradigm and reduce
the problem. The teacher must be continued to evaluate their weakness or their
capability of teaching mathematics.
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