Hidup dengan Matematika

05 Agustus 2009

Silabus dan RPP

SILABUS DAN RPP

Sebelum mengajar hendaknya guru mempersiapkan diri dengan membuat rencana pengajaran (RPP).

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03 Agustus 2009

Pengertian Tanda Sama dengan

Apakah Pengertian Tanda Samadengan?

Bukti dari Penyelesaian Persamaan

Aturan dalam matematika sama pentingnya dengan aturan seorang yang sedang meraih cita-cita untuk masa depan pendidikannya dan kesempatan kerja, aljabar menjadi poin utama baik didalam usaha perubahan dan penelitian pendidikan matematika. Pengertian dan penggunaan aljabar bergantung pada pengertian dari sejumlah konsep dasar, salah satunya adalah konsep persamaan. Tulisan ini fokus pada ‘pengertian tanda samadengan dan penggunaannya pada pemecahan persamaan aljabar’ di sekolah menengah.

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13 Juli 2009

Jurnal-jurnal Pembelajaran Matematika

TEACHING, LEARNING AND MATHEMATICS

Pearson (1989) tells us that the intention of teaching is ‘bringing about
learning’ (p. 64; my emphasis).
Through a study of mathematics teaching, we therefore learn about the ways in which mathematics teaching brings about the learning of mathematics.
Such study provides insights into how mathematics teaching develops or can develop for the enhancement of mathematics learning of students.
Of course, teaching does not develop in the abstract, but through the growth of knowledge and experience of mathematics teachers as they engage in the practices and processes of teaching and participate in activities related to their own learning as teachers.
The perspectives and practices of educators, working with teachers to foster and facilitate teacher learning are as much objects of study as those of teachers working with students.
The research process at all these levels is itself a learning enterprise.
Thus, teachers, educators and researchers are all learners and our integration of research and practice is fundamentally a study of learning.

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Jurnal-jurnal Pendidikan Nasional dan Internasional

GUEST EDITORIAL
PETER SULLIVAN
ICME AND TEACHER EDUCATION

One of the pressing challenges for mathematics educators is to identify the language, concepts, principles, and practices that can be the shared basis of professional dialog.
International meetings such as the 9th International Congress onMathematics Education (ICME 9) allow educators to consider commonalities and differences in ways that are perhaps not possible within individual national contexts.
For example, mathematics educators have expressed considerable interest in teaching approaches seen as typical in particular countries.
ICME 9 provided opportunities for educators to discuss, first hand, Japanese approaches to teaching mathematics.
In a similar way, ICME 9 allowed consideration of similarities and differences in teacher education practices.

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