Oct 6, 2013

Why do you think people's basic math skills are weak? a

LinkedIn Groups

Group: Math, Math Education, Math Culture

Marsigit Dr MAOutside perception is sometime not good to the students, because they tend to judge rather than to facilitate. Further read my web http://powermathematics.blogspot.com
And also my works on http://staff.uny.ac.id, click FMIPA, click Pendidikan Matematika, click APPLY and chose Marsigit. Thanks

William Galinaitis"Scientific American Mind" (july or august issue?) has summary articles on how various factors affect the mind of early learners. Brain activity related to behavior and learning seems to be composed of genetic and environment ( cultural, family, chemical...) factors (You already know this.) How ever I was suprised how much stress that the children experience may affect their ability to control their classroom beahvior, and therefore their ability to focus on a single activity. Just a thought outside the Idea that it is only the system and not the student.

Frances WintersIs it not perhaps that math is like walking. Thousands of years ago our ancestors began to walk on two legs, some better than others. Took ages before everyone was good at it and took walking for granted.

Ginetta NistoranI've noticed more and more these days that math is taught using memorization and mechanical repetition, rather than an understanding of mechanics and logic. Very often the students are able to solve a problem very similar to the one taught in the classroom, but as soon as the layout changes, they are not able to see a pattern, or the fact that they need to apply the same concepts in a different form. For me, that means a superficial learning, based more on memorization than on logic.

Henry Schaffer@Ginetta - in some fields we call this "plug and chug". One remembers the method, plugs in the new numbers, turns the crank and out pops the answer.

I agree that this superficial - and should *not* be more than a small portion of math.

Marsigit Dr MAThe architectonic of Kant teach us that mathematics is the business of the students' architectonic. So, for me, whatever the external criteria to measure students mathematics is always mislead. The genesis competence of mathematics is really their architectonic. So, the problem for the teachers is how to uncover mathematics depth inside of the students. Until then you get the criteria of the success of your teaching mathematics after you hear the students' claim that mathematics really belong to them.
Further read my web http://powermathematics.blogspot.com
And also my works on http://staff.uny.ac.id, click FMIPA, click Pendidikan Matematika, click APPLY and chose Marsigit. Thanks

Marsigit Dr MAOur further perceptions on how to educate (mathematics) can be read at the following:http://www.whohub.com/drmarsigitma

Henry Schaffer@Marsigit - you seem to be saying it isn't possible to measure a student's progress in math. Am I interpreting you post correctly?

William GalinaitisAgree with Marsigit: An educator is important in the moment when a learner is trying place new knowledge in to the context of their own understanding of the world. Sometimes I can "read" the student (ask them questions, have them try to explain a concept to others...) and provide the appropriate stepping stones for them to integrate the new material into their framework or modify it.

Plug and chug has its place. You have "memorized" a significant amount of material about the world. This allows you to quickly recall disjoint pieces of information and formulate them in to a sentence for communication. If you had to look up the definition of each word in the formation of a sentence, you would probably forget what you were trying to communicate.

Susan NorthridgeI agree with many of the previous comments. Practice is key and I find that my hardest working students (not necessarily the most brilliant ones) are the most successful. I also agree that there is something lacking in the way basic math is being taught in the lower grades. I teach calculus and I am always amazed at how many of my students still struggle with basic fractions.

Anne PattersonI agree that fractions are an ongoing issue for students at all levels. It sure makes a case for switching over to the metric system for ALL measurement!

Judy Dobles, MBAMy observation is that if the desire is there, people then show the dedication to learn. In American culture it is socially unacceptable to be illiterate but socially acceptable to be innumerate. Our first step is to begin a culture change to show people that math is the underpinning of everything we do so that they want to learn math.

Marsigit Dr MA@ Henry Schaffer and others: By nature it is impossible to measure a student's progress of math using a certain approach or criteria. Objective test is very bad because it is gambling. I have been trying to promote new paradigm that LEARNING is constructing activity anywhere and anytime, not much depend on teacher. Consequently, MEASURING the students competent of math is also in the means of anywhere and anytime, i.e. continuously and using various approach (tools), e.g. portfolio. The criterion test is really dangerous to the students because it is the act of REDUCTION or simplifying of students' characteristics. This will produce partially psychological character of students and ultimately produce problematic students. So then I think there is no choice for the teachers to acknowledge, trust and empower the students in term of facilitating their needs in learning math as their effort to construct their own life (math). Thank's

Henry Schaffer@Khaled - I think that this thread has mostly been about counting - arithmetic - algebra and geometry. Not very theoretical math areas.

@Marsigit - I disagree that the teacher, and teachers' practices - are mostly irrelevant.

I also disagree with what I think you are saying "By nature it is impossible to measure a student's progress of math using a certain approach or criteria. Objective test is very bad because it is gambling." Asking a student 6 x 7 = ? or "Prove that the sum of the angles ..." are object tests. They are "gambling" in the sense that they are a partial sample of the entire subject area. But a (validly chosen) sample does give valid information about the universe sampled.

Henry Schaffer@Anne - I use the metric system now and then - and when I want to divide 2 liters of orange juice equally among 7 people, can I describe this without using fractions? :-)

larens imanyuel@Susan.
To teach fractions effectively one needs to teach division as the inverse of multiplication. For multiplication one aggregates unit squares into rectangles. For division one may need to divide unit squares into smaller rectangles. One also needs to teach that one is the multiplicative identity. Rational arithmetic and its rules naturally follows from this, so there is no need for students to have a hard time with fractions. Teachers generally switch representations when going to fractions, so leave students confused.

larens imanyuel@Anne.
Scientists use different systems of measurement to naturally fit the physical system with which they are working. To omit this fact by only teaching decimal arithmetic and the metric system is to do students a disservice by alienating them from real science.

Marsigit Dr MA@ Henry Schaffer: What do you expect by questioning the student 6 x 7 =?. Do you expect that the student will deliver his answer 42 ?. What really my concern as a problem is that if you just expect that the students just think about 42 ? Why should, at the first stage of their learning, we do not tolerance to look at other possibilities of answers? In my perception, 42 is just a very static ideot answer. The better and more brilliant answer is his STRUGLING to find out the answer 42. Why? Because it reflect his nature of life (math). It is very good that at the early step the students my get wrong answer. While this aspect will not emerge and not ever emerge when you use OBJECTTIVE test or CRITERION test. That is really my struggling how we implement mathematics education that in line with the student NEED; no just accord with the teacher's expectation (or system outcome expectation).

Henry Schaffer@Marsigit - "What do you expect by questioning the student 6 x 7 =?. Do you expect that the student will deliver his answer 42 ?." Actually I do. If not, then the student has a deficiency in arithmetic and attention should be paid to remediation.

I don't expect or want the student to "just think about 42" - but I do want them to be able to do arithmetic correctly. As far as "tolerance to look at other possibilities of answers" - well, other answers (e.g. 5 or 112 or 29 or 77) aren't correct.

"42" is the correct answer to this arithmetic - it isn't idiotic, and it shouldn't be a "STRUGGLE". If it is, then it's premature to ask the question and instead the student should review more basic arithmetic.

If we never ask such "objective" questions, and don't build one simple arithmetic as the grounding for more advanced math - we will usually fail to have our students be able to understand, let alone master, the more advanced math.
Victor Guskov
Victor Guskov@Henry, I agree with you completely.

Victor Guskov@Marsigit, your opinion is unacceptable for me.

Gail MillsYes Henry! Learning takes many forms. There is a time to experiment and ponder and a time to master the givens of accepted fundamentals and knowledge. Operating comfortably with numbers does not destroy the thinking and creative abilities. Mastery provides a foundation and vocabulary to discuss abstractions.

Marsigit Dr MA@ Henry, Victor and Gail: Thank a lot for the responses. Ultimately, I think there is no adult or older people, including me, not to expect that younger people should have a correct answer of 42 for math problem 6 x 7 =? Implicitly, it was stated in my previous statement. But this is not the case that I perceived as a problem of the nature of teaching math. I in purpose have striven to provoke you that, pedagogically, the real problem of teaching 6 x 7 is not just guessing to get or memorizing 42, but the process of getting or producing 42. Then, the next problem is about what kinds of the PROCESS, who and how it to be promoted amid the balance between the role of teacher and his/her students. In many places, many teachers teach the students just to memorize 6 x 7 = 42. That's I called it as idiotic math i.e. learn math without understanding and processes. Some points I agree with you and I understand the worry of Victor and Gail.

However, I still don't understand about your point of STRUGGLING in math. For me, struggling is something ontologically an aspect of our life (math). As an adult or older people we need to promote to younger people the means of struggling of every aspect of life (including math).

@ Gail Mills: No certain pedagogy action means to destroy thinking and creativity unless it is partial, not complete, and under certain motive of adult. So, there is no the best way to educate people. However, the best way to educate people is if it is without PREJUDICE.

@ Victor Guskov: Having my explanation you may change your position. I expect your elaboration.


Henry Schaffer@Marsigit - While I agree that the student should learn how 6 x 7 = 42 (by rectangle, etc.), they still do have to learn that 6 x 7 =42. Yes, that is memorization - and I see nothing wrong with it. In fact, if a student needs to go back to the derivation each time a multiplication is done, it will take much, much too long. As far as guessing - if a student can consistently "guess" the answers to arithmetic problems - then perhaps it isn't really "guessing"??

As to "struggling" - perhaps we are using the word differently. To me it means need to use unusual effort with a constant stress of failure. I don't consider it is the same as, perhaps, "study diligently".

Victor Guskov@Marsigit, I take 5th graders and should teach them fractions, decimals, etc. Regrettably, too many of them don't possess simple arithmetic skills - addition and subtraction within the limits of 20, multiplication and division within the limits of 100. I suspect that elementary school teachers waste too much time on “the process of getting or producing” instead of practice and memorization.

Gail MillsWith standards-driven education teachers don't have a lot of choice. My 4th grade grandson had 204 concepts to "learn". All the teacher could do, if she stuck with the district's plan, was expose the students, not teach the students. Teaching does not occur if learning does not occur.

Marsigit Dr MA@Henry Schaffer: I am interested with your notions: guessing that it isn't really guessing; struggling that it isn't really struggling; and memorizing that it isn't really memorizing. Really that's all my points. The problem is then how to realize them. Thank's

@Victor Guskov: Again, in my opinion, you too much stressing on your own expectations about what the students do or their capabilities. This is really the main problems of education i.e. predominantly employing by teachers' expectation but lack of developing and employing students' expectation. You also seem in a hurry and not be passion to wait the students to develop math and produce their own concept of math. This is also the biggest problem of math educ. because it is related to the curriculum and the educ.system.

@Gail Mills: How sad the fate of EDUCATION due to the standard-driven educ system. Yes I am aware that amongst the global interaction many countries stressing much on how to compete with others. Consequently, in educ also the system means of competing between everything. Why do we not to promote education based on COLLABORATION/COOPERATION rather than competing. You know that in every scene of competition, there will always be the LOOSER. Who will take responsibility to the looser students? No other people except that of teachers. No other people except that of the people who really think intensively and extensively about the nature of education.

Bradford Hansen-SmithThe best way to overcome struggling is to begin to have some curiosity about what we are doing to the degree that self-discipline and responsibility becomes the result of effortless attention in learning to love through the experience of doing.

Where does this leave math when teachers, as a generalization, do not simulate curiosity about their subject, themselves having little curiosity. No matter how many good teachers, few students will find real interest in the mathematical form. There are other ways to acquire understanding of pattern and thinking abstractly in "logical" systematic ways.

Competition kills curiosity and love for what we do by focusing on self over others. Maybe by opening beyond individual self-importance we can find curiosity enough to love and cooperate, the first step towards collaboration. Learning is grounded in curiosity, yet we still favor competition, going to war with each other to prove ourselves. It is difficult for students to learn when they are in an educational war zone.

Art DiVitoArgh. I'm sorry, but I really don't like "competition" getting bad mouthed like this (I say as I am about to head to a five state Regional US Tennis Assoc. playoff!). "Competition" exists only because activities must have a "limit" (typically the limit is time; volleyball goes with points, tennis with sets, and baseball with outs). If you don't like it, try cricket, ... but even those games eventually end. : )

When folks, especially teachers, speak in terms of competition "killing curiosity," "focusing on self over others," and "creating losers," then it is time to reassess our understanding of "competition." Life itself is not fair. Get used to it. Courses are still passed or failed. Shall we drop that? Shall we just say, "It's okay, Johnny, you don't know dog manure (about fractions, or signed numbers, or whatever), but you're going to the next course, the next teacher, the next grade, the next school"? Real competition is about having fun, learning to cooperate with teammates, respecting your opponents, accepting defeat, being gracious in winning, and advancing the "game." Perhaps above all else, competition is about "getting it done." What students need to do today, more than ever, is to "get it done." The next time you attend a concert, do you want to listen to someone who is accomplished or someone who is not?

Education has its problems today. Competition is not one of them.
Elias Gourtsoyannis
Elias Gourtsoyannis@Art. I agree. Perhaps not with the tone. But, you're right.
I once participated in a Mathematics competition in California. At the
time, I did not even know trig identities. I revised until late night from
the textbook. Next day, I took part. Several schools. It was a big
multiple-choice test. Together with some additional questions. The top
prize was an aluminium state of the art log-log type slide rule. In the
test, I did not even make the top 50%. But, I had an idea. The competition
was sponsored by the slide rule makers. The top prize was for sale for $32.
Now, I had some pocket money I had not spent. Given to me by the AFS,
monthly. So, I promptly bought it. It had a beautiful leather case!

Perhaps one of the reasons I eventually studied math?

Marsigit Dr MA@Bradford Hansen-Smith: Your ideas are challenging. I agree with you about curiosity and the concept of educational war zone. However, from your explanation, I found some in-synchronize notions. Curiosity is very difficult to be directly connected with self-discipline, responsibility and understanding of pattern and thinking abstractly in "logical" systematic ways. Why? Because curiosity is something happened in the very early stage of everything and it is original. It should be free, neutral and not have a certain burdened. Even the 7 month age baby has his/her curiosity. It is clear that it cannot be compared with the notions of self-discipline, responsibility and understanding of pattern and thinking abstractly in "logical" systematic ways. While the later is coming from the very powerful authority e.g. adult people (authoritarian teacher or pure mathematician). I agree with you on individual self-importance as the first step towards collaboration.

@Art DiVito: Comparing educational activity with other subjects e.g. sport, art is to some extent not proportionally appropriate. Education is sometime about long term program rather than short term program as you said because of limitation of time. If you put LIMITATION as the main factor of education, I assume that there is not appropriate foundation or theories of education. You feel you have just very limited time because you feel you have everything to teach, while you may perceive that your students have nothing. I prefer to give the small amount of knowledge to my students in which they are in a hurry running to come forward to me; rather than I bring a huge amount of knowledge but they are running leaving me. So, the concept of limitation much depend on our perception. It is you as the winner who said "Real competition is about having fun, learning to cooperate with teammates, respecting your opponents, accepting defeat, being gracious in winning, and advancing the "game."" I prefer to hear it from the looser rather than from the winner.

Marsigit Dr MA@Elias Gourtsoyannis: How wonderful your experienced in the process of learning math. However, it may be difficult for other people to follow you. Your experience is unique and only a few, while the teacher in a certain class should take responsibility for all of his/her students (both the winner and the looser). Your experience is your creativity. Regrettably, teachers can not teach CREATIVITY. They can only facilitate or develop the scheme in order the students are to be creative. As we know that other students are also unique. Of course it is his uniqueness that the most important of his value.

Art DiVito@Marsigit. Marsigit, every winner has lost tons more than they have won. It is in losing that we know we are human; and we generally learn more from losing than from winning. We have to learn to handle losing (gosh, I wish I could do that when I golf!), not shy away from the challenge. ... As for analogies with education, ... education could learn from a few. A wise man once said (I believe it was an ancient Greek, but I cannot find it; I wonder whether Elias would recognize it) the now very politically incorrect, but nonetheless true: "A nation that draws too broad a distinction between its scholars and its warriors will have its lessons taught by cowards and its battles fought by fools."

Marsigit Dr MAArt DiVito: Thanking for the response. Again I wish to say that it is you as the WINNER or you as the POWERFUL SUBJECT/AUTHOR/TEACHER or you as the COORDINATOR/SPONSORSHIP of Playing Game or you as the PEOPLE who always have the AUTHORITY to TEACH/EDUCATE ...who said that "every winner has lost tons more than they have won. It is in losing that we know we are human; and we generally learn more from losing than from winning. We have to learn to handle losing (gosh, I wish I could do that when I golf!), not shy away from the challenge.". And also again I prefer to hear it from the LOOSER or from the STUDENTS or from the OBJECT or from the WEAKER or from THE PEOPLE who have no authority to speak. I do really more trust to the last because they are the MORE. As you know that at every single game there will be always very-very few WINNER (first, second, third). You can imagine how frustrated, sad or even feel devastated most of the looser football team in the UK Olympiad (99 %), compare with just MEXICO who defeat Brasil in the Final (0,001%). For the people who really love football playing (not football game) they also feel like the looser. Imagine please!

By relating the scholar and the warrior in a very short distance, you look a very pragmatics people. In my opinion, because education is about long term program, it still needs idealistic people. As Immanuel Kant said :"Practice without theory is BLIND, and theory without practice is EMPTY". So, the scholar without its warriors is empty, and the warriors without its scholar is blind. So it is dangerous for you to be pragmatical alone without hearing me as an idealist because it can make you blind. And also it will be dangerous also for me without learning your notions because it can make me empty.

Education is for ALL. The teacher should take responsibility both the winner and the looser. It is very-very bad and inappropriate behavior for the teacher to urge the looser to give applause to the winner while the prize is only for the winner. The teacher should also consider the psychological conditions of his/her looser students, because their fate as the looser is also because of the teacher's act/behavior/schema. So again, in education, I prefer to promote COLLABORATION rather than COMPETITION.

All that I strive to prove that some of your notions are not fit with the nature of education, and so that I disagree with you.

Behnaz Herbst, MSc.OCTWe need to "teach" in the ways that the brain "learns"! In many cases, the teaching happens, the learning may not! I wish for our school system to become more brain - friendly. Also, our students need to be taught how cognition takes place, how memory works, how they can focus, and retain their attention for longer periods of time. They need to be convinced that their brain can change and adapt and that their perceived inability is really a myth. If we could achieve this, they might be upset from home, but when in class, they will learn! There is no way they won't!

William GalinaitisPeople learn new things all the time when the need is there and they are mentally capable. To be really clinical about it, I can sent up an experiment which shows the innate curiosity of an average person (motivation) and their ability to learn something new, when the stimulus is correct.

Marsigit Dr MA@Behnaz Herbst, MSc.OCT: I am worry that your much pay attention on manipulating students' brain is also really a myth?

@William Galinaitis: In my perception, stimulus-response psychology is out of date. I prefer to use various approach.

Patricia FreyBecause when basic math was taught, it was mostly taught by generalists who did not understand even the basic math! Consequently, they taught a bunch of rules and procedures to follow without thinking! How easy is it to remember a bunch of rules and the order in which they are to be performed, if you have no understanding of the basis of those rules?
Dr Patricia Frey

Marsigit Dr MA@Patricia Frey: I prefer to use the sentence "...when basic math was learned by the student...". Regrettably, what you meant by specialist may still perceive to teach bunch of rules and procedure although with thinking. In my perception, it is very difficult to connect younger (primary school) with a bunch of rules and procedure; however, it can be a certain struggling. I prefer to introduce basic math using concrete object surrounding them.

Marsigit Dr MA@Elias Gourtsoyannis: I am more concerned about LEARNING MATH rather than TEACHING MATH. So I am more concerned about how the student learn math rather than WHO TEACH MATH. Hence, theories of learning math should come first; it should come before theories of teaching.

Elias Gourtsoyannis@Behnaz. This is the view of the 'embedded mathematics' program advocated by George Lakoff and Raphael Nunez in their their book. I will provide a full reference in a moment. They do seem to overstate their case. They claim that 'brain research' has confirmed their view. This can alienate some practitioners, however. Not enough is known as to what the 'brain' actually does. Aristotle, for example, thought it was some kind or refrigeration system for the blood. Perhaps our present state of knowledge will prove just as outdated, some day!

@Bill. I liked your joke on 'sending up' an experiment. It is always healthy to question 'objective' procedures!

@Pat. I agree with you. Mathematics should always be taught by Maths
graduates. However, the reality is that, until this happens, most primary
mathematics teachers would be trained practitioners. Increasingly, however,
in some countries, teacher training includes basic mathematical skills.
With the right trainer, student teachers can, and do, experience something
of the flavor of true mathematical thinking and processes. And, later, they
can pass it on to their pupils!

@Marsigit. Sorry. I just run out of time in editing my previous comment. I had to resubmit it. But, I noted your comment. And, I do not disagree!
Elias Gourtsoyannis
Elias Gourtsoyannis@All. The reference is: 'Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into being'. By George Lakoff, and Rafael E. Núñez 2000,ISBN 0-465-03770-4. There is a Wikipedia article on it. I am not sure as to its accuracy. But, I have read the book itself.
Marsigit Dr MA
Marsigit Dr MAThank Elias Gourtsoyannis for the information
Elias Gourtsoyannis
Elias GourtsoyannisΔεαρ Marsigit. You can call me Elias!
Behnaz Herbst, MSc.OCT
Behnaz Herbst, MSc.OCTElias, thanks for your comment, but I was not referring to enactivism or the theory of embodied mind, brought forward by Humberto Maturana. I am simply stating that there are better ways to teach math. We don't know a lot of things about how the brain works, but we know some stuff and we better start using these facts. For instance, we should teach in 15 minute sessions with a couple of minutes of rest in between and repeat every hour of teaching after an hour, the next day (a 5 minute review), in one week, and then in one month if we want the information to be submitted to the long - term memory. We need to teach our students that when it comes to learning, brain cannot multitask, so they should not be watching TV and texting their friends while doing their homework! In a recent study, children who jogged for 30 minutes 3 times a week showed significant academic improvement compared to those who did not exercise. Physical activity is a must when it comes to cognitive performance. It would be nice if the neuroscientists and educators would collaborate and do real - life research together. Don't you think?
Elias Gourtsoyannis
Elias Gourtsoyannis@Μπενάζ. 'Νους υγιής, εν σώματι υγιεί' - a healthy mind resides in a healthy body. Alan Turing and a friend developed a version of chess. Where you jog around the house in between moves. And, by the time you return, your opponent has to complete her next move!
Bradford Hansen-Smith
Bradford Hansen-SmithArt, you state “Education has its problems today. Competition is not one of them.”
Teaching to the test is certainly competitive when the results are used to determine who gets the prize, from individual students, to teachers, to school board, to country ratings.

Marsigit, the connections I see are when children are curious is that they will stay with what engages them for as long as they need to. Over time they develop self-discipline to stay with what is of most interest and not get diverted to that of less meaning and value. Learning to love what you do is a discipline of the self to that responsibility. Anytime one is deeply interested in what they do, originally growing out of curiosity, there is understanding that expands the conceptual context and system of logic that governs that particular activity.

Individual self-importance is not the same as giving value to yourself in the same way you value others. This is what makes collaboration possible.
Art DiVito@Bradford. I'm sorry, Bradford, but I regard "teaching to the test" as a construct brought by those who favor the collective and uniformity, ... not by those who value the individual and creativity. If you reject competition, then you reject assessment itself; education would reduce to absurdity. I just don't understand this desire to paint competition as some sort of negative. The White Sox just swept the Yankees. Doesn't that make almost all of us just a little happier this morning? : )
Bradford Hansen-Smith
Bradford Hansen-SmithArt, I do not know about "almost all of us."
I am not a sports fan. Some team, political party, country, corporation, or individual in any field, winning over someone else dose not make my morning happier. The news is full of this sort of thing. I can certainly appreciate all that it takes for an individual or team to preform to excellence. I have done both in the competitive arena and find life to be much larger and more grand outside of the mind in competition.
Marsigit Dr MA
Marsigit Dr MA@Art DiVito: Assessment is the most crucial problem in education. I totally agree with the assessment if it means to collect or record students' activities and achievements. However, it can be a big problem if it means to evaluate, because the next important question is who has the authority to evaluate? It will also no problem if the teacher himself evaluate his/her students, because the teacher is the people who knows the best about his students. The problems arise when evaluation is carried out externally or by external institution/board.
If it does so, philosophically there will be a huge reductions or simplification. Reduction or simplification is a kind of psychologically unhealthy partially dimension of life. If education from time to time always produce a simplified generation, then we will have a problematic generation. Look at directly to the phenomena in the society not only in the certain country but also in each country all over the world. So, according to my point of view, the best assessment should be supported by keeping-record (portfolio) both by the teacher and by the students themselves. The form of it can be authentic assessment or classroom-based assessment. Thank you
Marsigit Dr MA
Marsigit Dr MA@Bradford: Because there important and strategic, so now I am spying your notions "the connections I see are when children are curious is that they will stay with what engages them for as long as they need to. Over time they develop self-discipline to stay with what is of most interest and not get diverted to that of less meaning and value. Learning to love what you do is a discipline of the self to that responsibility. Anytime one is deeply interested in what they do, originally growing out of curiosity, there is understanding that expands the conceptual context and system of logic that governs that particular activity. ". I may produce my comments later. Thank's
Marsigit Dr MA
Marsigit Dr MA@Elias: The reference you indicated "Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into being'. By George Lakoff, and Rafael E." is very strategic and important. I have just read at a glance from the sample of excerpt. My first conclusion is that it is strategic and important evidences and then thus as theories of the origin of math concept. It is a very good illustration on the origin of math concept from the early stage up to the highest stage. I am still finding of what happened and comparing with other theories of how a certain student in a certain stage is to construct math knowledge, what kinds of math and what kinds of the limit or edge. As you know, according to realistic-ism, there are four stages to construct math: concrete math, concrete model, formal model, and formal math. In an easy way there are just two categories: horizontal math and vertical math.
Marsigit Dr MA
Marsigit Dr MA@Art DiVito: I really wish to know about your perception of math? How you define math? What kinds of math? Do you have any particularity on how to develop Pure Math-Formal Math-Axiomatic Math? or Maybe School Math? That's all are really also my question to you. Is there any reference you may indicate that I can read? Thank's
Marsigit Dr MA
Marsigit Dr MA@Bradford: After a moment I think them deeply and trying to reconstruct your ideas, I may produce the following comment. I agree with you about the connection between curiosity and self-discipline. The most important point is about SELF as the aspect of discipline. As you know, or as in the common-sense or at least it is my previous understanding , usually the term discipline is interpreted by something that coming from outside. I now understand, by relating with and imaging your activities with the students in searching the pattern of circle, that SELF-discipline ultimately come out from long engagement starting with curiosity. That the point that I really am enthusiastic also to expect about the emerging of SELF....discipline. Of course it needs the experienced adults to develop a scheme in such away that they are interested and not get diverted to that of less meaning and value.

The next most crucial problem is how the self-discipline leads to a certain responsibility. Responsible of what, how, when and where? To what extent that the degree of the stage of kids mental development come into the process of curiosity-selfdiscipline-responsibility? I think it will be very complicated psychological aspect of learning. Even it has not until the stage of understanding math concept and logical system.

So I agree with you at the first stage, I am still thinking at the second stage; however, I still didn't agree with you at the last stage. I perceive that there is still a huge gap between self-discipline/responsibility and understanding of math concept and logical system. As you know that in mathematical understanding also consist of mathematical method and mathematical content as well as math attitude. I expect that self-discipline/responsibility may contribute to the math attitude; but they are still far away from math method, math concept and logical system. Thank
Elias Gourtsoyannis
Elias Gourtsoyannis@Marsigit @ Bradford@Art

I believe Bradford you have a point. On the principle that Mathematics teaching cannot be that different than teaching drawing, painting, or sculpture. It is another one of the 'seven liberal arts' of the Hellenistic era. In the late Middle Ages, and the Renaissance, this was the standard format for 'university' education. Let us not forget that examinations and grades were a rather late invention. Until then, a student was judged by professors orally and sometimes in writing. 'Portfolio' work. Yet, there were dedicated scholars in many fields. Other than completely practical subjects. And, advanced scholarship went on. In the Islamic world, there was already a strong tradition of studies. Based partly on the Koran but also on Greek Classics in philosophy, mathematics and science. Some may even hold the view that the transmission of Greek learning to the west occurred via the medium of Arabic. I do not know if Arabs used grades. But, I am sure they, like the ancient and medieval scholars, held debates. If learning is based on a 'collegiate' approach, in the sense of 'community of scholars', lack of assessment does not necessarily imply lack of competition. I am sure it is just as easy to to arouse jealousy and ambition by 'winning' an important disputation. As an alternative to achieving high grades. Perhaps the most rewarding acclaim is the enthusiastic approval of one's peers!
Marsigit Dr MA
Marsigit Dr MA@Art DiVito: I am interested with your claim "....education would reduce to absurdity".
I may interpret ABSURDITY as something not clear, not effective, not efficient, or even meaningless. In my opinion, this is very-very subjective claim. In the case of totalitarian government/institution/board, they perceive education as a tool or instrument to legitimate and achieve their interests; so they always expect that education should be very clear scheme, effective, efficient, and thus not reduce to absurdity. These also happened in the countries that implement the centralized curriculum. So for the people who are striving to promote decentralized-curriculum, your claim of absurdity can be very sensitive.
Marsigit Dr MA
Marsigit Dr MAMarsigit Dr MA • @Elias: Your last description is inspiring me. However, I may smooth your notion by indicating that NOT TEACHING but LEARNING may not be differentiated by one's activities in drawing, painting, or sculpture.

Further, you seemed made the very technical reasons for the need of learning based on a 'collegiate' approach, or may I call it as 'small group discussion'. Really, it has a very deep of philosophical grounds.

As we know that there are various definition/assumptions about the nature of "KNOWLEDGE" i.e. the nature of "math". As I asked to Art DiVito, but it has not been responded yet, there are different ways to define math. Usually, Conservatives or Old Humanist, define MATH as a body of knowledge or as a body of structure. There are also the same definition made by Pure/Axiomatic/Formal Mathematicians. They usually do not much pay attention to what happen inside the learner.

However, if we read Paul Ernest on his Philosophy of Math Educ., Socio-Constructivist or even Liberalis define Math very differently. They define math as a CREATIVITY or PROCESS OF THINKING or even as SOCIAL ACTIVITIES. Accordingly, the nature of math can be perceived as social-activities. What then the implication to the practice of teaching? There absolutely need that in learning activities the teacher should give the chance the students to do/work math in a SMALL GROUP DISCUSSION.

I do agree with you that in the sense of 'community of scholars', lack of assessment does not necessarily imply lack of competition. Further, I may add that by COLLABORATIVE approach does not also necessarily imply lack of competition. However, jealousy, ambition, and rewarding acclaim are just the impacts of working in such a certain small group.

Elias Gourtsoyannis
Elias Gourtsoyannis@Marsigit. Thank you for your kind comments.

A noted worker in the field of ancient mathematics is Serafina Cuomo. Her
main concern is to determine the self-image of ancient mathematicians from
the professional point of view. In other words, how did these ancient
mathematicians see themselves? As practical advisers, as
researchers-scholars, or what? Daily bills had still to be paid,
A well known book of hers can be found in

She has also written on Pappus, the Alexandrian mathematician.

Yogyakarta, 25 Agustus 2012


  1. Hajarul Masi Hanifatur Rohman
    S2 Pendidikan Matematika C 2016

    Menurut saya, kemampuan dasar matematika seseorang itu lemah karena pembentukan konsep mereka sejak kecil kurang baik dan benar. Kita semua mengetahui bahwa matematika itu full konsep dan skema. Ketika salah satu konsep tidak dipahami betul oleh anak, maka skema yang terbentuk akan cacat atau rusak. Sehingga agar kemampuan dasar kuat, maka yang harus diperhatikan adalah bagaimana cara membentuk konsep pada anak dengan baik dan benar. Konsep terbentuk dalam benak anak melalui beberapa tahapan. Pertama yakni abstraksi dan klasifikasi, kedua penamaan dan pendefinisian, dan ketiga pengkomunikasian. Di samping itu, dalam pembentukan konsep, siswa juga memerlukan bantuan atau scaffolding sebagaimana dalam teori belajar Vigotsky. Matematika sekolah juga mengedepankan interaksi sosial dalam pembelajaran matematika untuk anak. Dengan memperhatikan hal-hal tersebut, guru dapat membantu anak dalam membentuk konsep matematika yang benar, sehingga kemampuan dasar matematika anak tidak akan lemah.

  2. Ahmad Wafa Nizami
    PPs Pendidikan Matematika D 2016

    Mungkin karena kita memang mempunya basic yang lemah dalam hal konsep matematika itu juga dikarena bahwa pembelajarn waktu kita kecil itu hanya sepertiitu saja, guru yang menjelaskan tidak seperti sekarang sehingga kemmapuan konsep dna pemahaman konsep kita lemah. Maka dari itu kita sebagai guru apalagi yang mengajar di SD seharusnya siswa nya ditekankan pada pemehaman konsep yang kuat sehingga kedepannya konsep mereka dan kemampaun matematika mereka akan lebih baik.

  3. Syaifulloh Bakhri
    S2 Pendidikan Matematika C 2016

    Assalamu’alaikum wr.wb.
    Kemampuan seseorang itu ada yang berasal dari luar dan ada yang berasal dari dalam. Kemampuan yang berasal dari dalam karena faktor keturunan, sedangkan kemampuan dari luar berasal dari alam. Kemampuan matematika seseorang dimulai sejak dini dalam hal pembentukan konsep dan dasar/konsep yang dibentuk haruslah kuat. Jika tidak memiliki pondasi yang kuat, maka untuk membangun konsep baru diperlukan penguatan (scaffolding) pada konsep yang lemah yang sebelumnya telah ada. Matematika dengan segala kompleksitasnya harus dipahami meski paham saja tidaklah cukup. Oleh karena itu, membentuk konsep itu adalah penting dalam hal belajar karena konsep baru dibangun atas konsep-konsep yang telah ada sebelumnya.

  4. Windi Agustiar Basuki
    S2 Pend. Mat Kelas C – 2016

    Aktivitas dalam pembelajaran matematika merupakan aktivitas mengaktifkan siswa dalam menemukan dan memecahkan masalah. Hal tersebut akan berpengaruh pada saat memecahkan masalah dalam kehidupan sehari- hari. Untuk melakukan hal itu tentunya harus adanya dorongan yang berupa motivasi dan minat dari masing- masing siswa dalam mempelajarinya. Inilah yang membuat skill dasar matematika orang menjadi lemah karena tidak memiliki hal tersebut. Sehingga penting sekali peran guru dalam bersikap untuk menunjukkan bahwa matematika itu menyenangkan untuk di pelajari dan matematika merupakan part of world. Artinya dimanapun kita berada akan menjumpai matematika dan manfaatnya sangat besar dalam kehidupan ini.

  5. Ardeniyansah
    S2 Pend. Matematika Kelas C_2016

    Assalamualaikum wr. . wb.
    Menurut Katagiri (2004) bahwa karakteristik berpikir matematika dibagi menjadi empat karakteristik yaitu 1). fokus kepada himpunan, 2). berpikir bergantung pada tiga variabel, 3). pemahaman denitatif, 4). berpikir matematika sebagai kekuatan pendorong dibelakang pengatahuan dan keterampilan. Karakteristik berpikir matematik ini merupakan cara yang mendasar dalam memahami jenis berpikir matematika yang ad dengan memahami karakteristik berpikir matematika berarti dia telah memiliki pemahaman matematik yang kuat. Berpikir Matematika bertindak sebagai kekuatan penuntun yang memunculkan pengetahuan dan keterampilan, dengan membantu menyadari bahwa pengetahuan yang diperlukan atau keterampilan itu sangat penting untuk memecahkan setiap masalah yang dihadapi.

  6. Sylviyani Hardiarti
    S2 Pendidikan Matematika Kelas D 2016

    Seorang guru tidak hanya harus mngutamakan bagaimana mengajar siswa, namun bagaimana agar siswa mau belajar matematika. Dengan kata lain siswa belajar matematika karena keinginannya sendiri dan karena ia mengetahui peran penting matematika untuk kehidupannya. Oleh karena itu, seorang guru dituntut untuk mampu menciptakan pembelajaran yang menyenangkan, bermakna dan mampu memfasilitasi siswa membangun pengetahuannya. Di sini peran guru dalam menggunakan metode, sumber, media dan interaksi pembelajaran yang bervariasi dan menyenangkan sangat diperlukan bagi siswa. Sebab, pada dasarnya setiap siswa berbeda kemampuannya dalam belajar. Mengapa kemampuan matematika seorang siswa bisa lemah ? Hal tersebut bisa karena ia tidak memahami konsep matematika, ia tidak belajar matematika dengan membangun sendiri pengetahuannya, atau bisa dikatakan pembelajaran matematika yang ia dapatkan hanyalah suatu kegiatan menghafal rumus tanpa pembentukan pemahamannya tentang konsep tersebut.

  7. Helva Elentriana
    PPS Pend Matematika Kelas D 2016

    Kemampuan dasar matematika seseorang lemah karena kecerdasan matematika yang kurang dan tidak sering dihadapkan pada konsep dasar matematika. Kemungkinan penyebab yang lain adalah kekeliruan guru dalam memberikan konsep. Kemudian siswa tidak menemukan sendiri konsep dasar tersebut atau dengan kata lain pembelajaran tersebut tidak memberikan konsep secara bermakna. Siswa yang mengalami pembelajaran bermakna akan berbeda dengan siswa yang tidak dalam mengingat dan menggunaka konsep dasar yang dimiliki.

  8. Heni Lilia Dewi
    PPs Pendidikan Matematika Kelas C 2016

    “Weak” berarti lemah, konotasi negatif ini menggambarkan kemampuan dasar matematika orang, yang sebenarnya masih sangat dangkal. Hal ini disebabkan karena pengenalan konsep dasar mulai dari sekolah dasar (khususnya di Indonesia) pun masih lemah dan tidak mengena di siswa. Ini menjadi PR kita bersama sebagai calon pendidik untuk menanamkan konsep dasar dengan benar-benar kepada peserta didik. Hal ini dilakukan untuk membantu siswa untuk melanjutkan ke pemahaman konsep yang lebih tinggi. Dan lagi, bagi anak-anak penanaman konsep tidak dianjurkan untuk memulai dari definisi atau rumus (pada mata pelajaran Matematika). Siswa dilibatkan dalam mengkonstruksi konsep dengan diskusi sehingga pemahaman konsep lebih optimal.

  9. Annisa Hasanah
    PPs Pendidikan Matematika C 2016

    Saya setuju bahwa dalam mengembangkan matematika jangan hanya mengutamakan bagaimana mengajar siswa, namun bagaimana agar siswa mau belajar metematika. Dengan kata lain siswa mau dengan sendirinya untuk belajar matematika bukannya memaksa siswa untuk belajar matematika. Di sini peran guru dalam manciptakan metode yang menyenangkan sangat diperlukan bagi siswa. Sebab, pada dasarnya setiap siswa berbeda kemampuannya dalam belajar. Dan terdapat beberapa hal yang menyebabkan siswa lemah dalam belajar matematika salah satunya karena guru dalam mengajar belum memberikan pemahaman secara konsep kepada anak. Sehingga jika mengerjakan soal sering kali mengalami kesulitan.

  10. Rahayu Pratiwi
    PPS PM-D 2016

    Menurut Ginetta Nistoran pembelajaran matematika dikatakan pembelajaran matemaika yang dangkal lebih didasarkan pada hafalan daripada logika. Hal ini karena di dalam matematika yang lebih diutamakan adalah pemahaman tentang mekanika dan logika. Mengapa demikian? Karena matematika merupakan ilmu bernalar. Oleh karena itu hafalan tiada arti apabila tidak memiliki pemahaman dan logika dalam memecahkan soal rutin dan nonrutin.

  11. Loviga Denny Pratama
    S2 P.Mat D

    Kita tahu bahwa persoalan guru menghadapi siswa-siswanya sangat kompleks. Terkadang permasalahan kompleks ini tidak dianggap serius bagi guru. Misalnya dalam artikel ini dari permasalahan mengapa keterampilan matematika dasar masyarakat lemah. Permasalahan ini muncul karena kita sering menemukan bahwa cara mengajarkan matematika guru ke siswanya dengan cara menghafal dan pengulangan mekanis, bukan pemahaman mekanik dan logika. Sehingga dari sini dapat berakibat para siswa dapat memecahkan masalah yang sangat mirip dengan apa yang diajarkan di kelas, tetapi segera setelah perubahan tata letak, mereka tidak dapat melihat pola, atau fakta bahwa mereka perlu untuk menerapkan konsep yang sama dalam berbeda bentuk. yang intinya kesulitan dalam mengerjakan soal jika berbeda dengan apa yang diajarkan oleh guru tersebut. Hal inilah permasalahan yang seharusnya perlu kita perhatikan. Namun jangan khawatir, segala masalah pasti mempunyai solusi. Salah satu solusi dari permasalahan ini dengan memperbanyak praktek, di mana siswa diberikan pengetahuan yang akan menjadi dasar pemecahan masalah lalu siswa dihadapkan pada masalah sejenis namun dalam bentuk yang berbeda-beda. Sehingga dari sini dapat melatih siswa dalam menelusuri pola, memahami kasus untuk dapat diselesaikan dengan cara yang bervariasi. Tidak hanya terpaku pada soal pemberian guru saja.

  12. Ratih Eka Safitri
    PPs Pendidikan Matematika C 2016

    Faktor lain yang menjadikan siswa lemah pada pelajaran matematika adalah tidak adanya kemauan siswa sendiri dalam belajar matematika, terlepas dari cara mengajar guru yang inovatif, dan menarik, jika siswanya sendiri tidak ingin belajar matematika maka itu semua akan percuma, minat terhadap matematika harus dikembangkan. Inilah yang menjadi tantangan guru dalam upaya meningkatkan minat siswa belajar matematika layaknya mereka belajar kesenian, bahasa atau mata pelajaran lainnnya.

  13. Saepul Watan
    S2 P.Mat Kelas C 2016

    Bismilahir rahmaanir rahiim..
    Assalamualaikum wr..wb...

    Mengapa dasar matematika lemah? Ada yang mengatakan hal ini disebabkan dengan adanya berbagai fakor yang dapat dipengaruhi oleh pikiran siswa itu sendiri. Aktivitas otak yang berkaitan dengan perilaku dan pembelajaran tampaknya terdiri dari faktor genetik dan lingkungan (budaya, keluarga, gen). Pengalaman anak-anak dapat mempengaruhi kemampuan mereka untuk mengendalikan kelas mereka, dan karena itu kemampuan mereka untuk fokus pada suatu aktivitas tunggal (William Galinaitis). Matematika itu seperti sesuatu yang berjalan, terus berkembang dari masa ke masa. Penyebab lain yang menjadi alasan mengapa keterampilan matematika dasar matematika lemah yaitu karena biasanya matematika diajarkan dengan cara menghafal dan pengulangan mekanis, bukan pemahaman mekanik dan logika.

    PPS-MAT D 2016
    Matematika memiliki peranan penting dalam kehidupan sehari-hari, terutama untuk mendukung perkembangan ilmu pengetahuan dan teknologi. Hal ini karena melalui belajar matematika siswa dapat mengembangkan kemampuan berpikir logis, analitis, kritis, dan kreatif secara cermat dan objektif dalam menyelesaikan masalah. Siswa yang memiliki self concept positif terhadap matematika maka ia akan menunjukkan sikap percaya diri dan tidak mudah menyerah dalam memecahkan masalah matematika. Salah satu faktor yang menyebabkan rendahnya kemampuan berpikir kreatif dan self concept siswa yaitu mayoritas pembelajaran di Indonesia masih berpusat pada guru, sehingga kesempatan siswa untuk berinteraksi dengan teman-temannya sangat terbatas. Hal ini menyebabkan self concept siswa tidak dapat berkembang dengan baik.

  15. Muhammad Nur Fariza
    S1 Pendidikan Matematika A 2014

    Hal yang saya dapatkan dari diskusi di atas adalah pentingnya menguasai kemampuan pedagogis untuk pembelajaran. Dalam diskusi tersebut disepakati bahwa belajar operasi aritmatika tak sekedar menghafal tapi haruslah mengerti prosesnya bagaimana memeroleh hasil operasi tersebut. Dicontohkan disana operasi perkalian. Penting bagi anak-anak untuk belajar penalaran perkalian lebih dari sekedar menghafal pasangan bilangan dan hasilkalinya.

  16. Lihar Raudina Izzati
    P. Mat C 2016 PPs UNY

    Materi dalam matematika saling berhubungan satu dengan yang lain. Oleh karenanya belajar matematika tidak bisa langsung ke tingkat yang paling atas, belajar matematika haruslah bertahap, mulai dari dasarnya hingga ke tingkat yang lebih sulit. Jika seseorang sewaktu mempelajari matematika di dimensi tertentu namun belum berhasil ada kemungkinan kemampuan dasar matematikanya belum kuat sehingga harus dikuatkan terlebih dahulu agar bisa mempelajari matematika di dimensi tersebut.

  17. Desy Dwi Frimadani
    PPs Pendidikan Matematika Kelas C 2016

    Matematika adalah ratu dari segala ilmu, matematika melayani segala bidang ilmu. Matematika
    memilikki peranan penting dalam kehidupan sehari-hari. Karena inilah materi-materi yang ada dalam matematika saling berkaitan. Beljar matematika tidaklah instan kita harus terlebih dahulu memahami konsep dasar atas materi sehingga akan mempermudah kita untuk memperoleh pengetahuan yang lebih tinggi.

  18. Kemampuan matematika yang lemah karena matematika yang bersifat abstrak. Bahwa matematika merupakan penelusuran hubungan dan pola. Ketika matematika tidak belajar dengan runtut, artinya tidak memahami materi sebelumnya maka akan kesulitan untu memahami materi selanjutnya. Contoh tentang bilangan negatif, banyak yang belum memahami arti bilangan negatif dan operasi pada bilangan negatif. Bilangan negatif ada sebagai lawan dari bilangan positif, tetapi operasinya banyak yang melakukan kesalahan. Setelah bilangan negatif kemudian bilangan pecahan beserta operasinya. Jika diperhatikan pada sekolah-sekolah tertentu maka hanya sekitar 10% yang dapat mengikuti pembelajaran matematika.

  19. Anwar Rifa’i
    PMAT C 2016 PPS

    Hal ini dapat terjadi karena siswa tidak membangun matematika melalui pemahaman. Padahal dalam mempelajari matematika membutuhkan pemahaman dan mengharuskan siswa untuk menerapkan prosedur, konsep, dan proses. Siswa yang menghafal suatu fakta atau prosedur tanpa memahaminya seringkali tidak yakin tentang kapan dan bagaimana menggunakan pengetahuan yang telah mereka miliki. Tidak ada satu pihak yang dapat disalahkan karena setiap pihak memilik peran dan tanggung jawab masing-masing dalam proses pembelajaran. Guru memiliki gaya dan strategi yang berbeda an strategi untuk membantu siswa belajar ide-ide matematika tertentu, dan tidak ada satu cara yang benar untuk membelajarkan matematika kepada siswa. Tanggung jawab kita bersamalah sebagai calon pendidik professional untuk memberikan berbagai pengalaman belajar dan menciptakan pembelajaran yang bermakna bagi para siswa.

  20. Eka Dina Kamalina
    S1 Pendidikan Matematika A 2014

    Menurut saya, kemampuan dasar matematika masih lemah karena selama menempuh pendidikan, hal yang menjadi tujuan utama dalam pembelajaran matematika adalah bagaimana siswa dapat menyelesaikan persoalan yang diberikan. Sehingga, dalam pembelajaran matematika banyak dimunculkan cara-cara praktis, instant, dan cepat untuk mengerjakan masalah matematika. Guru terlalu terburu-buru untuk mengejar materi selanjutnya sehingga konsep yang seharusnya disampaikan hingga siswa paham, menjadi dikesampingkan.

  21. Eka Dina Kamalina
    S1 Pendidikan Matematika A 2014

    Matematika adalah ilmu yang berkesinambungan, dimana materi saat ini pasti akan berguna untuk materi selanjutnya. Sehingga, seharusnya siswa diajarkan pemahaman konsep matematika untuk dapat digunakan dalam mempelajari konsep selanjutnya. Tidak seharusnya belajar matematika menitikberatkan pada hafalan rumus, karena pada kenyataannya, hafal rumus belum tentu siswa paham bagaimana penggunaan rumus apalagi paham konsep dari rumus tersebut. Sehingga, sudah seharusnya, dalam pembelajaarn siswa diajak untuk menemukan sendiri konsep-konsep dalam matematika sehingga sudah pasti nantinya mereka akan paham apa yang harus dilakukan ketika menghadapi persoalan yang serupa.

    S1 Pendidikan Matematika I 2014

    kemampuan dasar yang lemah pada siswa bisa dikarenakan beberapa faktor, yaitu faktor pribadi siswa, faktor guru, dan faktor lingkungan
    faktor pribadi siswa merupakan faktor yang inti, kemauan dan motivasi siswa belajar jika tinggi maka siswa akan benar benar giat belajar, namun terkadang ada fasenya siswa malas belajar hal ini dapat mengakibatkan kemampuannya melemah.
    faktor guru, materi matematika telah dianggap sebagian orang menjadi materi yang mengerikan, namun sebagai guru harus mengemas pembelajaran sehingga menarik dan menyenangkan, sehingga siswa merasa senang matematika dan berusaha untuk mempelajarinya, namun ketika yang terjadi adalah kebalikannya yaitu guru yang tidak memperhatikan perkemabangan siswa maka kemampuan matematika siswa juga akan menurun
    faktor lingkungan juga mempenagruhi, ada pepatah jika ingin menjadi macan maka bergaulah dengan macan,jika ingin menjadi kambing maka bergaulah dengan kambing, jika kita ingin rajin maka bertemanlah dengan orang orang yang rahjin sehingga akan termotivasi.

    S1 Pendidikan Matematika I 2014

    melemahnya kemampuan dasar matematika siswa juga dikarenakan kurang terlatihnya siswa, guru yang memberikan rumusa instan dapat menjerumuskan siswa, maka pembelajaran yang baik adalah dimana siswa diberi kesempatan untuk mengkonstruk pengetahuannya sendiri, sehingga siswa benar benar paham, hal itu disebut meaningfull learning.

  24. Ahmad Bahauddin
    PPs P.Mat C 2016

    Assalamualaikum warohmatullahi wabarokatuh.
    Saya termasuk yang menganggap dasar matematika adalah bahasa dan logika. Sehingga orang yang tidak terbiasa dengan bahasa dan logika matematika akan memiliki kemampuan dasar matematika yang rendah. Uniknya, bahasa dalam kehidupan sehari-hari ternyata banyak korelasi dengan bahasa matematika. Namun karena kita lebih terbiasa dengan bahasa sehari-hari daripada bahasa matematika, sehingga ada yang berpendapat jika matematika dibawa ke dalam kehidupan sehari-hari, niscaya akan lebih mudah mempelajarinya.

  25. Indriyani Fatmi
    S1 Pendidikan Matematika 2013

    Mengapa basic skill matematika anak-anak lemah? menurut saya salah satu penyebabnya adalah stereotip-stereotip yang berkembang di masyarakat bahwa matematika itu sulit dipahami mempengaruhi pemikiran anak, sehingga anak seperti tersugesti bahwa belajar matematika itu sulit sebelum mereka mencoba mempelajarinya.

  26. Azizah Pusparini
    S1 Pendidikan Matematika A 2014

    Matematika merupakan fondasi bagi siswa. Dan salah satu masalah yang dialami pendidik adalah bagaimana menanamkan konsep matematika pada siswa. Dari pembelajaran yang menggunakan prinsip ingatan harus diubah ke dalam pembelajaran yang bersifat membangun pengetahuan siswa. Hal ini bertujuan agar matematika dasar siswa tertanam dengan baik.

  27. Azizah Pusparini
    S1 Pendidikan Matematika A 2014

    Salah satu faktor yang menyebabkan lemahnya dasar matematika adalah tujuan dari pembelajaran matematika yang masih terpaku pada siswa dapat mengerjakan soal. Selain itu, tak jarang seorang pendidik salah dalam menanmkan konsep dasar kepada siswa. Hal ini akan berakibat fatal pada kemampuan siswa selanjutnya.

  28. Tahtalia
    S1 Pendidikan Matematika A 2014
    Kebanyakan dari siswa yang memiliki kemampuan matematika rendah merasa bahwa matematika itu sulit, bikin pusing, terlalu banyak rumus, tidak aplikatif dalam kehidupan sehari-hari, dan hal-hal negatif lainnya. Oleh karena itu, diperlukan pendidik yang mampu mengubah pemikiran negatif mereka menjadi sebuah pandangan positif sehingga mereka dapat belajar dengan menyenangkan. Dengan demikian kemampuan matematika mereka akan meningkat.

  29. Primaningtyas Nur Arifah
    Pend. Matematika S2 kelas C 2016
    Assalamu’alaikum. pengetahuan dasar matematika seseorang lemah menurut saya tersebut dikarenakan ketakutan terhadap matematika. matematika sebenarnya merupakan ilmu yang mudah dipelajari sebab matematika itu sangat terstruktur. Matematika menjadi sulit dipelajari sebab sudah ada paradigma ynag melekat di masyarakat bahwa matematika itu sulit. Paradigma itu sudah mengakar sehingga generasi sekarang pun merasa bahwa matematika sulit. Hal ini menyebabkan pengetahuan dasar matematika menjadi lemah.

  30. Ujang Herlan Permana
    S1 Pendidikan Matematika I 2014

    Lemahnya tingkat kemampuan dasar matematika siswa dikarenakan kurangnya motivasi siswa untuk mempelajari materi yang diajarkan guru, hal ini dikarenakan guru tidak memberikan motivasi yang baik terkait materi yang diajarkan dengan menghubungkan materi tersebut terhadap kehidupan sehari-hari. sehingga pembelajaran matematika tidak bermakna yang berakibat kurangnya partisipasi dan rasa ingin tahu siswa untuk mempelajari materi tersebut.

  31. Ujang Herlan Permana
    S1 Pendidikan Matematika I 2014

    Suatu bangunan akan runtuh jika pondasi dari bangunan tersebut tidak kokoh, sama halnya dengan kemampuan dasar matematika siswa, jika dari kecil siswa langsung diajarkan dengan sesuatu yang abstrak sehingga ilmu matematika yang didapat tidak akan melekat pada long term memory siswa akibatnya siswa akan cepat lupa. Maka disini pentingnya bagaimana mengkonstruk pengetahuan dengan benda konkrit dari kecil atau dengan pendekatan matematika realistik, sehingga pondasi awalnya sudah matang dan tidak cepat lupa akibatnya jika setelah dewasa siswa tidak akan kesulitan kembali untuk memhami materi secara abstraksi. Yang akibatnya kemampuan dasar matematika siswa akan lebih baik.

  32. Nita Lathifah Islamiyah
    S1 Pendidikan Matematika A 2014

    Lemahnya kemampuan dasar matematika, kemungkinan disebabkan dari dua faktor, faktor siswa dan guru. Tapi menurut saya faktor guru memang lebih dominan karena peran yang paling penting saat menanamkan dasar matematika itu sendiri adalah dari cara penyampaian oleh guru tersebut.

  33. Nita Lathifah Islamiyah
    S1 Pendidikan Matematika A 2014

    Maka sebaiknya ini merupakan evaluasi bagi guru dan menjadi catatan bagi calon guru. Sehingga kedepannya dapat diperbaiki lagi. Jangan sampai terjadi kekecewaan dia akhir karena mengabaikan evaluasi evaluasi yang terlihat, yang dianggap biasa saja, padahal sangat berpengaruh terhadap perkembangan siswa tersebut.

  34. Wahyu Berti Rahmantiwi
    PPs Pendidikan Matematika Kelas C 2016

    Inilah yang sering dipertanyakan guru matematika SMA ketika berhadapan dengan siswa yang ketika ditanya apresepsi materi matematika kebanyakan tidak bisa, untuk materi dasar sudah belum bisa apalagi untuk materi yang lebih tinggi. Siswa mampu memecahkan masalah yang sangat mirip dengan yang diajarkan di kelas, tetapi ketika posisinya berubah, mereka tidak dapat mengerjakannya. Yang seperti inilah yang terjadi di dunia pendidikan kebanyakan, mungkin karena pada pembelajaran sebelumnya pembelajaran yang terjadi hanya hafalan daripada menggunakan logika. Melalui artikel ini, kita dapat mengetahui berbagai faktor yang memperngaruhi pikiran awal peserta didik. Salah satu faktornya ialah aktivitas otak yang berkaitan dengan perilaku dan pembelajaran yang mengakibatkan siswa hanya fokus pada aktivitas tunggal.

    16709251056_PMC 2016
    Pendidikan Matematika-S2

    Menurut saya, yang membuat matematika dirasa sulit oleh pserta didik adalah karena daya abstraksi yang lemah. Jika melihat fakta bahwa objek matematika adalah sekumpulan hal yang abstrak, maka wajar jika daya abstraksi perlu dimiliki oleh peserta didik yang belajar matematika.

    S1 Pendidikan Matematika I 2014

    Kemampuan matematika yang rendah dikarenakan pembelajaran matematika yang hanya terpaku pada pengerjaan soal. Seharusnya siswa diberikan pemahaman konsep yang benar sehingga bisa melatih logika dan penalarannya berjalan dengan baik.

  37. This comment has been removed by the author.

    S1 Pendidikan Matematika I 2014

    Pembelajaran matematika yang baik melatih siswa mengambangkan logika dan penalaran mereka. Dengan bekal ini siswa bisa menyelesaikan berbagai permasalahan. Otomatis jika logika dan penalaran siswa meningkat maka kemampuan dasar matematika juga bisa meningkat.

  39. Luki Slamet Purwoko
    S1 Pendidikan Matematika I 2014

    Di Indonessia sendiri menurut saya basic mathnya kurang bagus atau disini kurang kuat. Hal ini disebabkan dengan pemikiran bahwa matematika hanyalah tentang menghafal rumus sehingga pengetahuan tentang pembuktian rumus yang merupakan basic mathe yang penting yaitu pembuktian terhilangkan oleh anggapan tersebut. Lain hal pandangan tentang pendidikan dipandang dari hasilk nya saja. Sehingga matematika pun terkena dampaknya yaitu lebih mementingkan hasil. Padahal matematika itu lebih keprosesnya unutk menciptakan pola pikir mnatematis yang terstruktur.

    S1 Pendidikan Matematika 2014

    Matematika itu sudah dianggap sebagian siswa menjadi pelajaran yang sulit, hal tersebut juga memperngaruhi kenapa kemampuan matematis siswa lemah. Untuk itu guru disini melaksanakan fungsi dan tujuannya yaitu membuat siswa menyukai matematika. Berbagai macam inovsi pengembangan pendidikan mulai dibuat dan dillakukan, hal ini tanda cerah untuk pendidikan di Indonesia. Materi matematika yang dianggap sulit namun jika dikemas dengan menarik dan menyenangka , maka siswa akan tertarik dengan matematika , guru juga dapat menggunakan metode dan pendekatakan pembelajaran sesuai dengan kebutuhan dan kondisi siswa.

  41. Yuni Astuti
    S1 Pendidikan Matematika A 2014
    Matematika memang ilmu pengetahuan yang sulit dipelajari hampir semua orang. Namun bagi orang yang menyukai atau bisa matematika, pasti tidak menganggap matematika itu sulit. Meskipun sulit tetap ada penyelesaiannya. Kemampuan dasar dalam matematika sangat lah perlu khususnya untuk mempelajari materi-materi selanjutnya, karena beberapa materi matematika yang saling berkaitan satu sama lainnya.

  42. Ika Agustina Fitriani
    S1 Pendidikan Matematika I 2014

    Matematika bukan untuk dipelajari, bukan untuk dimengerti, namun akan lebih tepat jika matematika adalah untuk dipahami. Jika kita mempelajari matematika, mengerti tentang penggunaan beberapa rumus tanpa memahami maknanya, hal itu hanya kegiatan yang menguras tenaga saja. Sejatinya, dalam mempelajari sesuatu kita perlu megetahui makna yang terkandung di dalamnya.

  43. 'Azzanie Karima Arroida
    S1 Pendidikan Matematika I 2014

    Mengapa kemampuan dasar matematika anak lemah? Menurut saya, karena tidak dibentuk sejak kecil. Sangat jarang orang tua akan menstimulus anak 1 tahun dengan angka-angka, yang dilakukan orang tua pertama kali adalah mengenalkannya dengan verbal. Anak diajari untuk memanggil kedua orang tuanya, diajari berbicara sedikit demi sedikit, baru ketika beranjak besar dikenalkan dengan angka. Maka dari itu, kemampuan dasar matematika itu lemah.

  44. Suci Renita Sari
    S1 Pendidikan Matematika I 2014

    Menurut saya, kemampuan siswa dalam matematika lemah dikarenakan materi yang dipelajari siswa sulit dipahami bahkan tidak sesuai dengan grade yang sedang ditempuh siswa. Selain itu, proses pembelajaran di kelas yang monoton dan tidak menyenangkan akan menyebabkan siswa bosan dan pasif dalam mengikuti pembelajaran di kelas. Ketika siswa merasa bosan dengan proses pembelajaran maka siswa cenderung malas untuk mendengarkan penjelasan atau arahan dari guru. Pembelajaran yang tidak menarik juga salah satu faktor penyebab lemahnya kemampuan siswa dalam memahami matematika.