Feb 12, 2013

The Nature of Students Learn Mathematics




By Marsigit
Yogyakarta State University


Understanding the nature and characteristics of young adolescent development can focus effort in meeting the needs of these students.


The National Middle School Association (USA, 1995) identified the nature of students in term of their intellectual, social, physical, emotional and psychological, and moral. Young adolescent learners are curious, motivated to achieve when challenged and capable of problem-solving and complex thinking. There is an intense need to belong and be accepted by their peers while finding their own place in the world. They are engaged in forming and questioning their own identities on many levels. The students may mature at different rates and experience rapid and irregular growth, with bodily changes causing awkward and uncoordinated movements. In term of emotional and psychological aspect, they are vulnerable and self-conscious, and often experience unpredictable mood swings. While in the case of moral, they are idealistic and want to have an impact on making the world a better place.

Most of the teachers always pay much attention to the nature of student’s ability. We also need to have an answer how to facilitate poor and low-ability children in understanding, learning and schooling. Intellectual is really important to realize mental ability; while, their work depend on motivation. It seems that motivation is the crucial factor for the students to perform their ability. In general, some teachers are also aware that the character of teaching learning process is a strong factor influencing student’s ability. We need to regard the pupils as central to our concerns if our provision for all the pupils is to be appropriate and effective; some aspects of teaching for appropriateness for students might be: matching their state of knowledge, identifying and responding to their particular difficulties, extending them to develop their potential in mathematics, providing some continuity of teaching with a demonstrated interest in progress, developing an awareness of themselves as learners using the teacher as a resource, and providing regular feedback on progress (Ashley, 1988). Those who teach mathematics must take into account the great variations which exist between pupils both in their rate of learning and also in their level of attainment at any given age (Cockroft Report, 1982, para. 801).

Ernest (1995) highlighted that the nature of students learn mathematics are their efforts to construct their objective knowledge of mathematics through their interaction with others in such away that they are able to reconstruct their subjective knowledge by reflection activities. Reflection activities consists of represent their new knowledge of mathematics, publish them and examine. While Ebbutt and Straker (1995) emphasizes that the nature of students learn mathematics consists of students' motivation to learn mathematics, students' self effort or uniqueness in learning mathematics, students' capabilities in doing collaboration with their mates and learning mathematics through its various different context.

References:
........., 2009, Nature of the Students, Going to a public school, New South Wales,
Department of Education and Training. Retrieved 2009

Brown, T., 1997, Mathematics Education and Language: Interpreting Hermeneutics and
Post-Structuralism. Kluwer Academic Publisher: Dordrecht

Cockroft, H. W., 1982, Mathematics counts : Report of the Committee of Inquiry into the Teaching of Mathematics in School under the Chairmanship of Dr. W H Cockroft, London : Her Majesty's Stationery Office.

Ebbutt, S. and Straker, A., 1995, Mathematics in Primary Schools Part I: Children and Mathematics. Collins Educational Publisher Ltd.: London

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

Fullan, M., 2002, Leading and Learning for the 21stC Vol 1 No. 3 - January 2002

Glenn, A., 2009, Philosophy of Teaching and Learning "Your job as a teacher is to make every single student feel like a winner”. Retrieved http://depts.washington.edu
/ctltstaf/example_portfolios/munchak/pages/87361.html>

Grouws, A. D. and Cooney, J. T., 1988, Effective Mathematics Teaching : Volume 1, Virginia : The NCTM, Inc.

Jaworski, B., 1994, Investigating Mathematics Teaching : A Constructivist Enquiry, London : The Falmer Press.

Orton, A. and Wain, G., 1994, Issues in Teaching Mathematics, London : Cassell.

4 comments:

  1. Wahyu Lestari
    16709251074
    PPS P.Mat D

    Ebbutt dan Straker mengatakan bahwa hakikat siswa belajar matematika adalah motivasi siswa untuk belajar matematika, keunikan siswa dalam belajar, kemampuan siswa dalam bekerja sama dengan temannya, dan kemampuan siswa dalam belajar matematika melalui beragam suasana/ keadaan. Oleh karena itu, guru harus mampu memahami karakteristik dan perkembangan masing-masing siswa agar nantinya guru dapat memberikan pelayanan yang terbaik kepada siswanya.

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  2. Sylviyani Hardiarti
    16709251069
    S2 Pendidikan Matematika Kelas D 2016

    Young adolescent learners are curious, motivated to achieve when challenged and capable of problem-solving and complex thinking. Nevertheless, they are still different. Teacher should know that students have different ability, learning styles, interest, and character. So that teacher must implement a variety of learning methods, learning resources and media. Learning is not a process of transfer of knowledge. They must construct their knowledge about mathematics by themselves and they need the teacher's help to facilitate them in developing knowledge. And in the learning process is needed builds motivation by teachers for students in order to create a high spirit and enthusiasm for learning mathematics, the ability of students to learn mathematics independently, the ability of students in collaboration with their partners, and the ability of students to learn mathematics with a variety of situations and circumstances. Teacher is someone who took an important role in the development of the students.

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  3. Syahlan Romadon
    PM C 2016 / 16709251047

    Berdasarkan artikel tersebut, terdapat beberapa hal yang mempengaruhi pembelajaran matematika, diantaranya adalah pentingnya motivasi, memperhatikan kemampuan siswa, serta variasi pembelajaran. Dari segi motivasi, siswa akan termotivasi jika ditantang untuk memecahkan masalah serta berpikir kompleks. Hal itu akan berhasil jika siswa mampu menyelesaikan permasalahan tersebut, karena di sisi lain, siswa yang tidak dapat mengerjakan soal tingkat tinggi boleh jadi malah akan mengalami kecemasan (anxiety). Untuk itu guru harus pandai mengarahkan siswa. Dari segi kemampuan intelektual, setiap siswa memiliki kemampuan intelektual yang berbeda-beda sehingga guru perlu memperhatikan faktor tersebut dan tidak menyamaratakan metode pembelajaran serta target mereka. Dari segi variasi pembelajaran, guru perlu melakukan variasi agar siswa tidak jenuh dengan metode pembelajaran serta disesuaikan dengan materi dan kompetensi yang diinginkan.

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  4. Resvita Febrima
    16709251076
    P-Mat D 2016

    pada saat anak mengalamai masa puberitas memang dibutuhkan perhatian ekstra dari seorang guru, Para siswa dapat jatuh tempo pada tingkat yang berbeda dan mengalami pertumbuhan yang cepat dan tidak teratur, dengan perubahan tubuh menyebabkan gerakan canggung dan tidak terkoordinasi. dari segi emosional dan psikologis pun begitu, perubahan suasan ahati mereka sering saja tidak terduga. tapi itu semua alami, kita bahkan juga mengalaminya. hanya saja disini kita berusaha untuk meminimalisir dari dampak puberitas tersebut

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