The subject - The Object

The subject - The Object

   21:09:00       Ilania Eka

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Mathematics and Language 6

By : Prof. Dr. Marsigit, MA
Reflection By : iLania Eka Andari

I'm interested with Mr.Marsigit statement about Mathematics concepts are kind of models, and the models is about the subject and object.

I still remember very clearly , the meeting with Mr.Marsigit in English lecture two weeks ago. We also talked about this. Mr.Marsigit give a very easy example with a clothes. "I am the subject, and my clothes is the subject. The Clothes is the subject, and the button is the object." wherever the subject go, and whatever is done by the subject, the object will always follow.

So, i agree that it's  very important to decide wisely about who and how our model is constructed.

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Pure Math? Education Math? -- Part 2

Pure Math? Education Math? -- Part 2

   20:48:00       Ilania Eka

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Mathematics and Language 5

By : Prof. Dr. marsigit, MA

Reflection By : iLania Eka Andari

Like what i already said in my comment in 'Mathematics and Language 4' , it is undeniable that pure math and education math is can't be separated. Because pure math need education math to implement their work (find formula, theorem, etc) and the education math implement a pure math's work in their work (teaching, etc).

But, in teaching and learning case, it's true that choose a teacher from education mathematics is better than choose one who has basic as pure mathematics. Because if a pure math become a teacher i think (not all, but most of them) will behave as a teacher that force their own thinking to the student. But the education math (also not all, but most of them) will behave as a teacher who facilitate the student more.

Why? That can happen since Pure math is mainly discuss about the mathematics it self with their theorem and calculation, etc. Meanwhile, education math is also discuss about the mathematics, but they (education math) learn more about how to immplemet it (implement the mathematics it self - in this case implement mathematics as a teacher)

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Pure Math? Education Math?

Pure Math? Education Math?

   20:01:00       Ilania Eka

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Mathematics and Language 4

By : Prof. Dr. Marsigit, MA

Reflection By : iLania Eka Andari

The discussion above is mainly talk about 'we should separating pure mathematics with education mathematics'. I agree that we must separate both of them (pure math and education math).

Far as i know (which i got from the experience), the main reason why we must separate them is because they have a different function. Pure math is mainly discuss about the mathematics it self with their theorem and calculation, etc. Meanwhile, education math is also discuss about the mathematics, but they (education math) learn more about how to immplemet it (implement the mathematics it self - in this case implement mathematics as a teacher)

So, if a pure math become a teacher i think (not all, but most of them) will behave as a teacher that force their own thinking to the student. But the education math (also not all, but most of them) will behave as a teacher who facilitate the student more. Even so, it is undeniable that pure math and education math is also can't be separated. Because pure math need education math to implement their work (find formula, theorem, etc) and the education math implement a pure math's work in their work (teaching, etc).

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Child says " Don't force me -_- "

Child says " Don't force me -_- "

   20:01:00       Ilania Eka

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Mathematics and Language 3

By : Prof. Dr. Marsigit, MA

Reflection By : iLania Eka Andari

in reality (in the daily life), i think it's true that allowing the students to choose their own way of learning will not work. because we know that most of them doesn't like mathematics, so they definitely will choose not to learn. But, it's doesn't mean that we need to force the children to learning mathematics.
i agree with one of the statement in the article above that our curriculum (Indonesian curriculum especially) make the children just memorize, not thinking. So that, the teacher also behave as though  like that.  For the simplest example is happen to the kindergarten children. when the teacher ask them to draw a picture of landscapes, all of them will draw a pair of mountain with a road in the middle. Why? because at first the teacher is already said that landscapes is a mountain (ya, i know it doesn't happen in every teacher, but i think it's mostly like that).
that is just the simplest example. ehm, maybe that case can also categorized as 'the teacher force their perspective to the children' like what Mr.Marsigit said.
and i agree that teacher who force their own perspective to student it's extremely not good. it's not only in mathematics but in every aspect of learning.
rather than force their own perspective, it's better that the teacher facilitate the student to learn.

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child say " It's a scary proof -_- "

child say " It's a scary proof -_- "

   13:21:00       Ilania Eka

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Mathematics and Language 2

By : Prof. Dr.Marsigit, MA

Reflection by : iLania Eka Andari

i'm agree with Mr.Marsigit opinion that we should be careful with "beautiful proofs and demonstrations"
beautiful proofs can be a bad proofs or even a scary proofs in children mind.
i think, in teacher perspective, a beautiful proofs is a proof that full of a calculation or even a theorema. The longest and more difficult way that we took to proof is more beautiful for teacher. But proofing something like that (with long and difficult way) is like hell for us (as a children and a student).
in my oppinion is better if teacher play a role as a facilitator, not forcing their own willing (the willing here i mean their own way in proofing). Child has their own way to proof something. Along with the development of the children, they will be able to proof in better way. 

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