Yogyakarta State University
Philosophically, the aims of mathematics education stretch from the movement of back to basic of arithmetics teaching, certification, transfer of knowledge, creativity, up to develop students understanding.
Once upon a time, a mathematics teacher delivered his notion that the objective of his mathematical lesson was to use better mathematical, more advance terminology and to grasp a certain concept of mathematics. Other teacher claimed that the objective of his mathematical lesson was to achieve notions stated in the syllabi. While others may state that his aim was to get true knowledge of mathematics.
So the purpose of mathematics education should be enable students to realize, understand, judge, utilize and sometimes also perform the application of mathematics in society, in particular to situations which are of significance to their private, social and professional lives (Niss, 1983, in Ernest, 1991).
Accordingly, the curriculum should be based on project to help the pupil's self-development and self-reliance; the life situation of the learner is the starting point of educational planning; knowledge acquisition is part of the projects; and social change is the ultimate aim of the curriculum (Ernest, 1991).
Implicitly, Ernest (1995) outlined that the nature of the aim of mathematics education depends on its ideology and philosophy of mathematics education. The aims of mathematics education are different among the ideology of mathematics: industrial trainer, humanism society, progressive teaching or education for all.
Ernest, P., 1994, Mathematics, Education and Philosophy: An International Perspective. The Falmer Press: London.
Ernest, P., 2002, What Is The Philosophy Of Mathematics Education?
Paul Ernest University of Exeter, United Kingdom. Retrieved
Ernest, P., 2007, Mathematics Education Ideologies And Globalization. Retrieved