Oct 20, 2010
The Relevant of Philosophy to Mathematics and Science Teachers
Yogyakarta State University
The main benefit for Mathematics and Science teachers when they learn the philosophy of Mathematics and Science are to develop their vision about Mathematics and Science education and all of its aspects.
The first book addresses the central problem of the philosophy of Mathematics and Science education i.e. the impact of conceptions of Mathematics and Science and Mathematics and Science education on Mathematics and Science educational practices.
The second book highlights contemporary thinking on philosophy and emphasizes the importance of language in understanding Mathematics and Science.
The teachers can also develop their discussion on:
how mathematics and science invented or discovered by the students,
what methodology is involved,
how does mathematics and science knowledge achieve its status as warranted knowledge,
how the students develop their mathematical and science experiences,
what is the value of Mathematics and Science,
the aim of Mathematics and Science education,
the genesis of learning mathematics and science,
the genesis of teaching mathematics and science,
the genesis of assessment,
the genesis of students’ learn Mathematics and Science,
the genesis of teaching learning resources, and
the genesis of school Mathematics and Science.
The structures in a tradition¬ally-organized classroom can be linked readily with the routine classroom activities of teacher-exposition and teacher-supervised desk work.
If the teacher wants to introduce new ideas or skills s/he may feel it is appropriate to carry out teacher-led discussion.
In this case the teacher may be faced with difficult styles of classroom interaction.
Teacher-led discussion as : individual pupils have difficulty concentrating because they are not fully involved, shy pupils will fear exposure, the teacher is wholly occupied and the progress of the entire class can be interrupted by the misbehavior of a single pupil.
On the other hand, if discussion takes place in a group, as he suggests, individual pupils have far more opportunity to speak, pupils are more likely to develop their answers, pupils are more involved and therefore less likely to have problems with their concentration, shy pupils can speak with less fear of exposure, the teacher is freed to monitor/intervene/assess/talk to individuals, the teacher can deal with distractions and misbehavior without stopping the work of the entire class.
Mathematics and Science teaching is about facilitating the learning process of pupils, and thus good teaching requires a combination of subject competency, a flexibility of teaching style and strategy, and a concern for the emotional and social as well as the cognitive need of pupils.
Further, she suggested that this requires the use of a range of teaching styles and a focus on pupils' conceptions and ways of working as well as on mathematical content.
It is suggested that approaches to the teaching of a particular piece of Mathematics and Science need to be related to the topic itself and the abilities and experience of both teachers and children; that methods which may be extremely successful with one teacher and one group of children will not necessarily be suitable for use by another teacher or with another group of children.
In-depth study of philosophy of Mathematics and Science education may lead to the conclusion that different philosophical position has significantly different educational implications.
Concepts for the teaching and learning of Mathematics and Science – more specifically: goals and objectives, syllabi, textbooks, curricula, teaching methodologies, didactical principles, learning theories, Mathematics and Science educational research, teachers’ conceptions of Mathematics and Science and Mathematics and Science teaching as well as students’ perception of Mathematics and Science – carry with them or even rest upon particular philosophical and epistemological views of Mathematics and Science
Teaching Mathematics and Science is difficult, because students find learning Mathematics and Science difficult.
Teachers generally find it easier not to change their styles of teaching, which they have probably developed over a period of increasingly successful years in a school.
An Individual teacher may hold very firm views on a particular issue in mathematical education, but must at the same time accept that very different, even completely contrary, views may be held by a colleague in the same school.
Further, he claimed that some teachers believe that Mathematics and Science should be a silent activity with each of the children always producing their own work, but others teacher value discussion between pupils.
Above all indicate the importance of the study of philosophy and theoretical ground of Mathematics and Science education.