Oct 13, 2012

Philosophy of Mathematics Education: Ernest's Vision




By Marsigit
Yogyakarta State University

Philosophy of mathematics education covers the review of some central problems of mathematics education: its ideology, its foundation and its aim. It also serves a more insight into the nature of its aspects: the nature of mathematics, the value of mathematics, the nature of student, the nature of learning, the nature of teaching of mathematics, the nature of teaching learning resources, the nature of assessment, the nature of school mathematics, the nature of students’ learn mathematics. In order to have a clear picture of the role of the study of philosophy of mathematics and its relationship to workshop activities, it may be discussed about the nature of human resources development and the nature of lesson study in mathematics education.
According to Paul Ernest (1994), the study of philosophy of mathematics education implies to the practice of mathematics teaching through the issues reflected on the following questions:
“What theories and epistemologies underlie the teaching of mathematics? What assumptions, possibly implicit, do mathematics teaching approaches rest on? Are these assumptions valid? What means are adopted to achieve the aims of mathematics education? Are the ends and means consistent? What methods, resources and techniques are, have been, and might be, used in the teaching of mathematics? What theories underpin the use of different information and communication technologies in teaching mathematics? What sets of values do these technologies bring with them, both intended and unintended? What is it to know mathematics in satisfaction of the aims of teaching mathematics? How can the teaching and learning of mathematics be evaluated and assessed? What is the role of the teacher? What range of roles is possible in the intermediary relation of the teacher between mathematics and the learner? What are the ethical, social and epistemological boundaries to the actions of the teacher? What mathematical knowledge does the teacher need? What impact do the teacher’s beliefs, attitudes and personal philosophies of mathematics have on practice? How should mathematics teachers be educated? What is the difference between educating, training and developing mathematics teachers?”
In a more general perspective, it can be said that the philosophy of mathematics education has aims to clarify and answer the questions about the status and the foundation of mathematics education objects and methods, that is, ontologically clarify the nature of each component of mathematics education, and epistemologically clarify whether all meaningful statements of mathematics education have objective and determine the truth. Perceiving that the laws of nature, the laws of mathematics, the laws of education have a similar status, the very real world of the form of the objects of mathematics education forms the foundation of mathematics education.

References:

1 Ernest, P., 1994, Mathematics, Education and Philosophy: An International Perspective. The Falmer Press: London.

2 Ernest, P., 2002, What Is The Philosophy Of Mathematics Education?
Paul Ernest University of Exeter, United Kingdom. Retrieved

3 Ernest, P., 2007, Mathematics Education Ideologies And Globalization. Retrieved

4 comments:

  1. Saepul Watan
    16709251057
    S2 P.Mat Kelas C 2016

    Bismilahir rahmaanir rahiim..
    Assalamualaikum wr..wb...

    Dalam artikel ini dijelaskan bahwa filsafat pendidikan matematika meliputi review beberapa masalah utama pendidikan matematika yaitu ideologi matematika, dasar matematika dan tujuan matematika. Menurut Ernest, matematika adalah pengetahuan yang dibangun (mathematical knowledge is constructed) bukan ditemukan (discovered). Matematika sebagai ilmu adalah matematika yang utuh dalam sistem maupun strukturnya yang deduktif aksiomatik. Artinya kebenaran matematika didapatkan dengan menggunakan penalaran deduktif kemudian disusun rangkaian kebenaran konsistensi yang menuju kepada kesimpulan akhir.

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  2. Wahyu Lestari
    16709251074
    PPs Pendidikan Matematika 2016 Kelas D

    dalam artikel di atas di jelaskan bahwa Filsafat pendidikan matematika mencakup kajian beberapa masalah utama pendidikan matematika: ideologinya, landasan dan tujuannya. Ini juga menyajikan wawasan lebih banyak tentang sifat aspeknya: sifat matematika, nilai matematika, sifat siswa, sifat belajar, sifat pengajaran matematika, sifat sumber belajar mengajar, sifat Penilaian, sifat matematika sekolah, sifat belajar matematika siswa. Untuk mendapatkan gambaran yang jelas tentang peran studi filsafat matematika dan hubungannya dengan kegiatan lokakarya, dapat dibahas tentang sifat pengembangan sumber daya manusia dan sifat pembelajaran pelajaran dalam pendidikan matematika.

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  3. Wahyu Lestari
    16709251074
    PPs Pendidikan Matematika 2016 Kelas D

    Dalam perspektif yang lebih umum, dapat dikatakan bahwa filsafat pendidikan matematika bertujuan untuk mengklarifikasi dan menjawab pertanyaan tentang status dan dasar objek dan metode pendidikan matematika, yang secara ontologis memperjelas sifat masing-masing komponen pendidikan matematika. , Dan secara epistemologis mengklarifikasi apakah semua pernyataan bermakna tentang pendidikan matematika memiliki tujuan dan menentukan kebenaran. Perceived bahwa hukum alam, hukum matematika, hukum pendidikan memiliki status yang sama, dunia yang sangat nyata dari bentuk objek pendidikan matematika membentuk dasar pendidikan matematika.

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  4. Sumandri
    16709251072
    S2 Pendidikan Matematika D 2016

    Filsafat pendidikan matematika bertujuan untuk mengklarifikasi dan menjawab pertanyaan tentang status dan dasar objek dan metode pendidikan matematika, yang secara ontologis memperjelas sifat masing-masing komponen pendidikan matematika. Dan secara epistemologis mengklarifikasi apakah semua pernyataan bermakna tentang pendidikan matematika memiliki tujuan dan menentukan kebenaran. mempersepsikan bahwa hukum alam, hukum matematika, hukum pendidikan memiliki status yang sama, dunia yang sangat nyata dari bentuk objek pendidikan matematika membentuk dasar pendidikan matematika.

    ReplyDelete