Mar 20, 2013

Mathematics and Language 12



@David: My exchange with you is about dimension of communication. For me, there was no contradiction of my previous statement. You are still in the stage of formal thinking (math way) to translate language phenomena. If you wish to understand the life better by translating language of life, so you need to improve (lift up) your dimension of communication i.e. go into the normative stage. It was very clear, in my perspective, from normative dimension, that technology is the product of adults, however we should be wise to use them to facilitate the younger learner. In the case of interaction with the adults' product, the younger should have their own determination, effort, creativity in the scheme of constructing their life (math). Finish.
Further, still about the term 'contradiction', I will say that as other phenomena, this also has its dimension. The mathematical contradiction is different with the normative contradiction. The contradiction in mathematics means 'inconsistency'; but in the normative dimension, it means not in accord with the Identity rule.

1 comment:

  1. 16701251016
    PEP B S2

    Memamng berbeda matematika dewasa dengan matematika pada dunia anak. Perbedaan dapat dimukai dari segi kebahasaan. Pada orang dewasa tentunya akan sangat berbeda dengan pemahaman bahasa anak anak. Pada orang dewasa lebih komplek, sedangkan sebaliknya pada anak anak tentunya masih sangat sederhana. Kontradiksi dalam matematika sendiro juga terkait dengan bahasa. Karena dengan bahasa semua fapat berinterakso dan berkomunikasi.
    Jika dalam anak anak matematika bukanlah hanya sebatas dimensi formal saja, namun lebih dengan pendekatan kobstruktivis dengan bahasa yabg dapat dinengerti, sehingga konsep yang diingkan akan dapat ditransfer dan diaplikasikan dengan baik oleh subjek itu sendiri

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