Mathematics Teaching Across Multicultural
Context
By
Latif Kurniawan
Pmatsub
’09 (09301241042)
Yogyakarta
State University
A.
Introduction
Different pond
has their different fish, we often heard this proverb. This proverb has broad
meaning because different country has different laws, different goals,
different culture, etc. It is possible that in different country has different
context in mathematics teaching. Every contry has their own paradigm on
mathematics education. Its happened because the differences of their country
aims. Perhaps mathematics teaching in Indonesia different with mathematics
teaching in Singapore, although Indonesia and Singapore reside in same region.
In some papers
that I have read, from many mathematics education expert from various countries
that participate in APEC- Ubon Ratchathani International Symposium 2011, almost of them has same ideas about
mathematics teaching learning. The experties try to make mathematics is easy to
understand by student, but the ways in achieving the goals are different.
Almost, the experties regarding the
importance of facilitate the student in
learning mathematics, the mathematics teaching methods, mathematics modeling,
etc. By read their papers we can see that they concern in how to innovate their
ways in learn activities in the class. Many experties presented their papers at the
conference in Ubon, delivering innovative learning mathematics. They bring
their own perspective in learning mathematics. We can learn their ways and
addapt its in Indonesia if their ways are more effective and effisien in
aplication in the class.
B.
Mathematics
Teaching in Indonesia and Singapore from Developing Textbook Appearance
1.
Indonesian Context: the works of
Marsigit and R. Rosnawati
Student’s achievment in the mathematics and science is
low, as indicated by the result of the National Leaving Examination year by
year both in Primary and Secondary School (Marsigit, 2010)[1].
This happened as the result of:
a) the
shortage of laboratory activities
b) lack
of teachers having mastered science process skill approach
c) contents
on Mathematics and Science curriculum too crowded
d) too
many time consuming administration stipulation for teachers
e) lack
of laboratory equipment and laboratory human resource
To improve that conditions, Indonesia now use KTSP as
national curriculum. In KTSP curriculum,
mathematics in primary and secondary school should encourage the students to
think logically, analytically, systematically, critically, creatively and be
able to collaborate with others. One of the method of teaching learning that
applied in Indonesia is Problem Solving Approach. And to promote problem
solving activities more effectively they need:
a) to
make good atmosphere for teaching and learning
b) to
promote to implement various teaching methods and teaching learning resources
c) to
give the chances for their students to perform their initiatives
d) to
promote cooperative learning
e) to
support the students to be the active learner
One way to
implementing Problem Solving Approach in the class is use textbook and Marsigit
said that the most difficulties they feel to face if they should develop
textbook for junior mathematics is about their lack of skill and knowledge of
writing mathematical textbook[2].
The efforts of developing textbook for Vocational Senior High School
mathematics we need to have a clear picture on how to plan and implement
activities in the classroom. The problem solving based mathematics textbook in
the Vocational Senior High School can be developed based on the criteria
outlined by Polya and Pasmep that are[3]:
a) Trial
and Error
b) Making
diagram
c) Trying
the simple problem
d) Making
Table
e) Finding
the pattern
f) Breaking
down the goal
g) Considering
the possibilities
h) Thinking
Logically
i)
Reversing the Order
j)
Identifying the impossibility
2.
Singapore Context: the works of Peggy
Foo
In 2004, Prime Minister Lee Hsien Loong in his
inaugural National Day Rally Speech urged Singapore schools to “Teach Less” so
that our students can “Learn More” (MOE Press Release, 2005). In 2005, the
Ministry of Education (MOE) of Singapore adopted the Teach Less, Learn More
(TLLM) movement which is about teaching better, to engage our learners and
prepare them for life, rather than teaching for tests and examinations[4].
Singapore effort to enhance the professional expertise of their teachers by developing
each school into a Professional Learning Community (PLC).
The key objective of establishing schools as PLCs is
to improve instructional practice that leads to improved student learning
outcomes. Each PLC will embrace 3 Big Ideas, namely (DuFour & Eaker, 1998)[5],
a) Focus
on Student Learning
b) Focus
on Collaborative Culture
c) Focus
on Data-Driven Outcomes
Within a PLC, teachers are grouped into learning
teams. Each team is guided by 4 critical questions on improving instructional
approaches in the classroom. They are:
a) What is it we expect students to learn?
b) How will we know when they
have learned it?
c) How will we respond when they
don't learn?
d) How will we respond when they
already know it?
Lesson Study become popular in Singapore schools and
it provides opportunities for teachers to enhance their knowledge through
collaborative efforts in designing a lesson plan, observing a real lesson and
discussing observations of student learning. These four factors have been identified
to play a significant role in promoting mathematical thinking in the respective
research lessons:
a) identified
is the choice of tasks
b) use
of variations
c) use
of manipulatives
d) scaffolding
through the use of effective questions
Such findings can be made more explicit in teacher
training to help teachers plan and design their lessons (with a focus on
mathematical thinking) more effectively. They are also useful in refining Mathematics
textbooks since there is evidence that the four factors have already appeared
in the Singapore’s Primary Mathematics textbooks but perhaps more can be done
to improve the quantity and quality of open-ended tasks and good questions in
textbooks for different levels[6].
C.
Conclusion
Lesson study is
more developed in Singapore than in Indonesia, it’s encouraging teacher in
Singapore is more advanced in developing lesson plan. Intensification of lesson
study activities in Singapore also encourages teacher to be more advanced in
developing teaching methods. In Singapore, teachers are better able to make
suitable textbook for their student. In Indonesia is still constained teacher
experience factor and the cost so that teacher in Indonesia less able to develope
or make a textbook.
[1]
Marsigit and R. Rosnawati. 2011. Teachers’
Simulation on Developing Problem Solving-Based Mathematics Textbook in
Vocational Senior High School Mathematics Teaching in Indonesia. Yogyakarta
State University Indonesia
[2]
ibid
[3]
ibid
[4]
Peggy Foo. 2011. Improving Lessons on Mathematical Thinking through Lesson Study ~ 3 Case
Studies. Marshall Cavendish Institute
[5]
ibid
[6]
ibid
No comments:
Post a Comment