Apr 5, 2013

Elegi Menggapai "Ideology of Mathematics Education: What are they thinking?"




By Marsigit
Yogyakarta State University

Ideologies of mathematics education cover the belief systems to which the way mathematics education is implemented. They cover radical, conservative, liberal, and democracy. The differences of the ideology of mathematics education may lead the differences on how to develop and manage the knowledge, teaching, learning, and schooling. In most learning situation we are concerned with activity taking place over periods of time comprising personal reflection making sense of engagement in this activity; a government representative might understand mathematics in term of how it might partitioned for the purpose of testing (Brown, T, 1994).
Comparison among countries certainly reveals both the similarities and the differences in the policy process. The ideologies described by Cochran-Smith and Fries (2001) in Furlong (2002) as underpinning the reform process are indeed very similar. Yet at the same time, a study of how those ideologies have been appropriated, by whom, and how they have been advanced reveals important differences. He further claimed that what that demonstrates, is the complexity of the process of globalization. Furlong quoted eatherstone (1993), “One paradoxical consequence of the process of globalisation, the awareness of the finitude and boundedness of the plane of humanity, is not to produce homogeneity, but to familiarize us with greater diversity, the extensive range of local cultures”.
Ernest, P ( 2007 ) explored some of the ways in which the globalization and the global knowledge impacts on mathematics education. He have identified four components of the ideological effect to mathematics education. First, there is the reconceptualization of knowledge and the impact of the ethos of managerialism in the commodification and fetishization of knowledge. Second, there is the ideology of progressivism with its fetishization of the idea of progress. Third, there is the further component of individualism which in addition to promoting the cult of the individual at the expense of the community, also helps to sustain the ideology of consumerism. Fourth is the myth of the universal standards in mathematics education research, which can delegitimate research strategies that forground ethics or community action more than is considered ‘seemly’ in traditional research terms.

References:

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

Furlong, J., 2002, Ideology and Reform in Teacher Education in England:
Some Reflections on Cochran-Smith and Fries. Retrieved

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>

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

1 comment:

  1. Pemahaman secara analogi adalah pendekatan memahami berbagai fenomena serupa dengan bingkai kasus yang berbeda. Ideologi dalam pandangan membangun sebuah negara maka dapat bersifat dan berfungsi sebagai visi, atau tujuan dari berdirinya sebuah negara tersebut yang harus diperjuangan untuk meraih tujuan itu. Maka dari itu ada banyak macam ideologi yang muncul akibat paham pemikiran untuk mencapai tujuan.
    Dalam membangun dunia pendidikan pun sama, diperlukan adanya ideologi atau yang menjadi dasar tujun dalam pendidikan yang akan diraih. Dalam pendidikan yang hendak diraih adalah pemahaman tentang konsep, dengan membelajarkan seluruh konsep. Dan yang pokok adalah membuat manusia berlatih berfikir intensif, untuk memacahkan masalah yang ada dalam hidupnya. Itulah gambaran pendidikan yang hendak diwujudkan untuk manusia berfikir yang selalu bertambah maju sesuai perkembangan biologisnya, dunia gelap tanpa pendidikan, karena pendidikan adalah penerangan bagi pemikiran manusia itu sendiri

    16701251016
    PEP B S2

    ReplyDelete


Note: Only a member of this blog may post a comment.