Third Reflection Ethnomathematics

Third Reflection: Ethnomathematic is the future

1  1.  Brigita ask do ethnomathematic effective for learning abstract mathematics and mentioned example?

Answer: Basically, everything is dimensionless, people, food, water, porridge, even the air dimension. Ethnomathematic is everything related to mathematics were excavated from the cultural elements. When seen in its history, all things related to the history, so that the findings from mesotonimia math is math history and an inspiration, so that the developing normal mathematics, pure mathematics, mathematical abstraction. Ethnomathematic is contexted by culture, deductive science, so ethnomathematic nothing to do with learning at school because mathematics is axiomatic and abstract is built consensual some thought. Students are building mathematical thinking. Ethnomathematic can be used  researchers to develop thoughts being ethnomathematic abstract mathematics learning for mathematics. Elementary, junior high, high school and only have to learn the character and nature of ethnomathematic and further down is a concrete learning starts from the theory, then a model, formal mathematics. For example when someone is going to crater drop need for the stages and not directly because if the direct cause destruction need a method like down first into the sea and then into the new sea level going into the crater. Teachers should be able to adjust things by proper methods. Should not make students become depressed and afraid that it may cause problems that come from teachers themselves too imposing to students. What are the advantages and disadvantages ethnomathematic?

These questions are normative meaning too forced and difficult to implement, because there is no implementing ethnomathematic in Indonesia, the people who developed the method or instructional materials ethnomathematic.

2  2. Erni ask How to introduce ethnomathematic the student?

Answer: This question will also be normative intuition elusive outside the root of the problem because it affected the soaring reverie mathematician axiom, intuition etc. Ethnomathematic is nothing to do with the students, the students are smart with the English language or mathematics so no need ethnomathematic basically no relation ethnomathematic with elementary, junior high, high school. Ethnomathematic intended for teachers to be smart, understand the substance.

   3.  Gamarina ask whether teachers should determine students' learning styles?

Answer: In genetic hereditary arrogant teachers to implement his will on the students. Thus causing fights and conflicts by the younger generation. Traditional learning regard the teacher as the only source is a cruel and pushy. Learning styles of the students so that the students are creative and dynamic learning style. Teachers should not feel the loss if there is a difference of students teachers should provide students, although not at any time be able to use the technology and the task of the student teachers aware of the differences.

       4. Aisyah ask whether formal education affect the quality of people?

Answer: Benefit universally demanded, already there are those who oppose formal education is used for the benefit of the ruling so that the emerging concept of liberty of education with innovative teaching. The inability of teachers to serve students completed with teachers attend seminars that teachers open mind. All of them have containers and content complement each other and should be seen from all sides.If no formal education that recognizes no education implementation.

       5. Medina ask what learning methods to high school right?

In this world nothing is right, something that taper found in human thought, such as the word coming from Poland Worsky "there's no the best way to educate" the best way to educate their religion. Best Learning is innovative as various methods, such as discussion and interaction and practice. SMA is a transition that requires creativity among teachers. It abstracts adapted to high school to adulthood, trust and confident. Identify examples of materials in collaboration with language learning in the curriculum of 2013? Answer: it depends on our perspective in thinking and mixing. There are various ways to mix things. Example of making coffee is the chemical reaction of mixing coffee, water, sugar, and iron from the pot. Mixing is ridiculous because essentially mathematic is a language that does not need to be collaboration. Mathematics is a language game. Curriculum 2013 is pathetic that the manager spoke to the original. For elementary school children, while mathematics is an activity for the next level of mathematics is a science.

6. Valeria ask how the attitudes of the teachers responding to the curriculum in 2013?

Answer: There are a variety of properties such as technical properties, and nature, in response to the 2013 curriculum teachers must always implement innovative teaching methods because basically people learn as from seed to trees that produce fruit.