Nov 1, 2012

Do we know what is Mathematical Attitude?


Rewritten by Marsigit

Katagiri (2004) elaborates that mathematical attitude consists of the following:

1). Attempting to grasp one’s own problems or objectives or substance clearly, by oneself
a)Attempting to have questions
b)Attempting to maintain a problem consciousness
c)Attempting to discover mathematical problems in phenomena

2). Attempting to take logical actions
a)Attempting to take actions that match the objectives
b)Attempting to establish a perspective
c)Attempting to think based on the data that can be used, previously learned items, and assumptions

3). Attempting to express matters clearly and succinctly
a)Attempting to record and communicate problems and results clearly and succinctly
b)Attempting to sort and organize objects when expressing them
c)Attempting to seek better things
d)Attempting to raise thinking from the concrete level to the abstract level
e)Attempting to evaluate thinking both objectively and subjectively, and to refine thinking
f)Attempting to economize thought and effort

Reference:
Shikgeo Katagiri (2004)., Mathematical Thinking and How to Teach It. in Progress report of the APEC project: “Colaborative Studies on Innovations for Teaching and Learning Mathematics in Diferent Cultures (II) – Lesson Study focusing on Mathematical Thinking -”, Tokyo: CRICED, University of Tsukuba.

2 comments:

  1. Rizqi Nefi Marlufi
    13301241035
    Pendidikan Matematika Internasional 2013

    Berdasarkan bacaan diatas maka saya mendapatkan pengetahuan baru yaitu mengenai mathematical attitude, bahwa ternyata bermatematika pun ada attitude-nya. Seperti yang disebutkan diatas mathematical attitude dibagi menjadi 3 kategori yaitu mencoba untuk memahami seseorang masalah sendiri atau tujuan atau substansi jelas, oleh diri sendiri, mencoba untuk mengambil tindakan logis dan mencoba untuk mengekspresikan hal-hal secara jelas dan ringkas. Terimakasih sangat bermanfaat.

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  2. MARTIN/RWANDA
    PPS2016PEP B
    When emphasizing the importance of individual experiences, the contexts where students interact with others and with mathematics become important focal points. Fraser and Kahle [8] have also highlighted this aspect in research which shows that learning environments at home, at school, and within the peer group accounted for a significant amount of variance in student attitudes and, furthermore, that class ethos had a significant impact on the scores achieved by students for these attitudes.

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