THE POWER OF CATEGORY AND NETWORKING

Honestly, do you realize that Mathematics is general? It’s has very large definition and many interpretations. According to Immanuel Kant (1771), there are 4 thinks in our mind:
1. QL (Qualitative)
2. QT (Quantitative)
3. CT (Category)
4. RL (Relationship)
OK! Let’s learn those (4 thinks) relation to Mathematics itself. First is Qualitative (QL). It means that Mathematics is not only formed by numbers and formulas, but also can be stated by sentences (for example story problem in Mathematics examination). Children must read the story before to understand the problem, and then they can formulate or state the story problem into ‘mathematical sentences’ which is a Quantitative (QT) form. From this formula, they can analyze and solve the problem. Not all of that information used. We must select which is important and which is unimportant for us to solve that problem. So, we must categorize them. After that, we can find the relations of them and get the conclusion because as Mr. Marsigit said that what we say or what we think or what we see can’t represent everything.
Sometimes, children feel difficult in solve Mathematics problem. It happens because the abstract character of Mathematics itself. We, as a Mathematics teacher wannabe should motivate our children to love Mathematics and develop their happiness in studying.
According to Hudoyo (1988:3), learn Mathematics is a high mental activity then teacher should have competences to explain Mathematics well so that students understand the abstract Mathematics concepts. Hudoyo (1988:4) said that Mathematics learning process should did continuously. We, as a teacher should give the previous materials before the students learn the next materials because the materials are related each others, so that they can learn Mathematics happily.
According to Katagiri, there are three aspects in Student Mathematical Thinking in the Framework of the Nature of School Mathematics, they are:
1. Mathematics Attitudes.
2. Mathematics Methods.
3. Mathematics Contents.
Ebutt and Straker (1995) also explained about the nature of School Mathematics. Teacher shouldn’t use Mathematics axioms definitions but school Mathematics definitions. There are Mathematics realities:
a. Mathematics as an identify pattern and relation activity.
Teacher should give opportunity for their students to discover and investigate the pattern in Mathematics problem to find its relation of each others. It also can stimulate the student to do their experiments and understand the materials then make the conclusion.
b. Mathematics is a creativity that need of imaginations, intuitions, and discovery.
By applying Mathematics school, we can support students to think different and explore their curiosity. It also can stimulate them to think critically, logically, consistently, systematically and appreciate people’s opinion.
c. Mathematics is a communication way between teacher and student so that they have the same perception abiut Mathematics itself, for example the characteristics, problem stories, concepts, etc (marsigitpsiko.blogspot.com)
Now we’ll talk about Phenomenology and its Epoche. According to Edmund Husserl (1859 – 1938), phenomenology shows everything which is visible to us in our consciousness without put in some our thinking or our presupposition (rumahmakalah.wordpress.com). So, phenomenology is natural and essential. Husserl use 2 steps to get phenomenology essential, they are epoche method and eidetich vision. Epoche is a Greek language that means “postpone” the agreement or “self empty from any particular belief”. Epoche also means “bracketing” to any information without think its justice.
Epoche contains about everything else which is not too important or unused thing to think about something. For example, when we learn about formula of cube volume and its concepts, we just think about the problem and it’s solving. We only need to analyze how to get the volume formula and understand its concepts. It’s not too important for us to know the way to make the cube, from what materials of the cube made, its cost, what is the color, and etc. Automatically we knew about them and they are not really influence to the volume formula of course. So, we can say that in this case, we just had categorized the one of psychology phenomena. We can separate which is better for us, which is more important and useful to think, which is we must save in ‘Epoch Home’, etc.
There are two methods of thinking, they are Top down and bottom up. The top down method is one of the thinking methods which are use pattern from up, from general thing, some theories or references, and then we must classify or analyze it to be more simple and particular/concrete. We can get the general things from books, journal, report, research or etc.
The second method is Bottom up. It’s the opposite one of the first method. We use an inductive approach. We usually submit some facts or valid samples and then we can conclude the problem.







:
marsigitpsiko.blogspot.com
rumahmakalah.wordpress.com

MY SMALL RESEARCH

MY SMALL RESEARCH

THE POWER OF SCHOOL MATHEMATICS AND CHARISMATIC MATHEMATICS TEACHER

Every I ask some children, “Do you love Mathematics?”, we can guess what will they say. Almost of them will say, “NO…!!!”.
Yeah! I think it’s funny but so ironic. Honestly, when I was young (in elementary school) I also didn’t love Mathematics. Even, I hate Mathematics. It happens because the Mathematics materials are too difficult for us to understand and just contain from numbers and also formulas. Our teacher not really friendly with us and sometimes she got angry.
For about 10 years later, now I can understand why many children (include my little cousins) didn’t love (even hate) Mathematics. It caused from the Mathematics teacher and the materials itself. Their teacher didn’t use school Mathematics method to teach their student. They use axioms and pure Mathematics. They just give their students many of numbers, formulas, and also oriented with the ‘costs’ or final answer. They didn’t explain the process how we got that formulas or how we analyze and solve the problem, etc. They didn’t tell their student what is the function of our effort in solve Mathematics problem, so that the students couldn’t enjoy learning mathematics.
Ebutt and Straker (1995) explained about the nature of School Mathematics. Teacher shouldn’t use Mathematics axioms definitions but school Mathematics definitions. There are Mathematics realities:
a. Mathematics as an identify pattern and relation activity.
Teacher should give opportunity for their students to discover and investigate the pattern in Mathematics problem to find its relation of each others. It also can stimulate the student to do their experiments and understand the materials then make the conclusion.
It didn’t apply in school, so the students still have perception that Mathematics is difficult.
b. Mathematics is a creativity that need of imaginations, intuitions, and discovery.
By applying Mathematics school, we can support students to think different and explore their curiosity. It also can stimulate them to think critically, logically, consistently, systematically and appreciate people’s opinion.
We can apply this by giving task to our student to make some FGD (Focus Group Discussion) and command them to present their discussion result in front of the class, so the student become active learner and enjoy the Mathematics learning process.
c. Mathematics is a communication way between teacher and student so that they have the same perception about Mathematics itself, for example the characteristics, problem stories, concepts, etc (marsigitpsiko.blogspot.com)
My junior high school teacher, Mrs. Diah is so inspiring for me because they can build her student spirit in learning Mathematics and make us love Mathematics. I was falling in love with Mathematics when I was in 3rd grade of junior high school. She taught me with love and patient. She is so charismatic. She is a friendly teacher so we were not afraid to ask her for consultation or suggestion.
Mrs. Diah had a charismatic teacher who had applied the Mathematics school. She didn’t only explain pure (axioms) Mathematic but also school Mathematics.



Sources:
marsigitpsiko.blogspot.com

How to Uncover The Psychology Phenomena

Bismillah...

OK! Now, we'll talk about Psychology, -of course it's about psychology in Mathematics-.
Last Tuesday, on November 10th 2009, Mr. Marsigit entered my class and commanded my friend, Aan, the 'chairman' of my class to lead a meeting. Mr. Marsigit allowed us to dicuss about everything, about the Math psycho lesson. He gave us 15 minutes for it. Then he left us.

Of course, first we got a 'traumatics' feeling because it became an unusual treatment for us. Finally, we just discuss about our advices in studying Math psycho.

A few minutes later, Mr. Marsigit was back to my class. He explained to us that a traumatics event can caused of something that can make us shocked because we didn't know the reasons, without any explanations. Traumatics events suddenly came and it had positive or negative effects.

In philosophy, we called this with 'accident' and 'authoritarian' in politics. The solving in traumatics problems is by make a good and healthy communication. We should tell the reasons before working or doing something together with our friends and also thinking before do our task. I think it's better than we just keep silent in front of them. It can make them shocked, confused or stress with this unusual phenomena. So, let's practice to be a good leader or teacher.

In teaching Mathematics to our student, we may not to make them afraid or traumatic withourselves, especially with Mathematics itself. We must use some techniques, cultural or structural. We can approximate them by asking how their family's condition, what they feelings are, and etc. Structurally, we can prepare the appercetion before teach them, the materials, the questions or tasks, and etc. As a good and also a professional teacher, of course we not only 'teach' them and do the 'transfer of knowledge' process, but also transfer the values of life, wether it can be some advices, suggestions, annecdotes, or stories.

We also should being a friendly teacher and make closer relationship to our student. Don't let them growing up while we don't know anything. They're our children..., and we are their mother (father). So, don't make them become an object, but ask them to become a subject in the lecture.

It's so beautiful and wonderful if we, the teacher and the students, can walk harmonous together and feel the fraternity. We do our job, teaching and learning by understanding each other, so that, there wont be a 'gap' between teacher and student. They'll enjoy the lesson and become falling in love with Mathematics, insyaAllah...

_ .:. thank you for reading .:. _iDa_941

Mathematical Thinking and Scientic Works

What is Mathematical thinking?

Mathematical thinking is the way to think mathematically. Honestly, mathematics objects are in our mind and its characteristics are absolute.

How to think mathematically?

According to Mr. Marsigit, we must do two steps. A first step is idealization. We must think and assume that everything is the ‘same’ and ‘perfect’. For example, there is a basket ball (a ball which is usually use in playing basketball). For the real, the ball is not full circle in its shape. If we see it clearly and sharply (especially using microscope), we’ll find the roughness of this ball. So, the ball becomes not really ball and soft.

Secondly, we must do an abstraction. It is means that we must take a part of all the characteristics of the object we learn about. For example, the ball has many characteristics, it’s heavy, it’s hard, its shape is circle, etc. but in thinking mathematically, we don’t need all of that characteristics. We just need to take a part of them (for example the volume). So, we just concern and think to the volume of the ball. The objects in mathematical thinking are always consistence, logic and systematic.

While, the characteristics of scientific works are impersonal (objective, based on the truth) and also consider on the ethical code (the most important thing is free from plagiarism –said Mr. Marsigit-).