.. concluding remark .. (#5)

Concluding remark

By Anie Viktaria / 10305141039

Pembudayaan Matematika di Sekolah

Untuk Mencapai Keunggulan Bangsa

By Dr. Marsigit, M.A

Acculturation of mathematics in school can begin by defining the nature of mathematics, where the cultivation of learning mathematics has implications for the function of the teacher as facilitator. Mathematics is not to be taught by teachers, but to be studied by students. Students as the central point of learning mathematics, and teachers are seen more as a manager rather than lecturer.

Then proceed with the civilizing hermenitika mathematics, where the basic elements of mathematics is a civilizing hermenitika communicate mathematical activity in various dimensions. Communication can be defined as various forms of vitality of relational potentials between subjects, subject-object, the object-subject-object or objects. The various mathematical communication consists of:

a.       Communication materials math,

b.      Formal communication of mathematics,

c.       Normative communication of mathematics, and

d.      Spiritual communication of mathematics.

In relation to the learning of mathematics, then mathematics would be better defined as a mathematical school. However, for the college level, mathematics is defined as formal or axiomatic mathematics. And finally, the acculturation of mathematics can contribute to the nation through innovation excellence learning of mathematics performed continuously