PERSPEKTIF PHYLOGENESIS DAN ONTOGENESIS DALAM PENGEMBANGAN PEMBELAJARAN MATEMATIKA MENGGUNAKAN ASPEK SEJARAH MATEMATIKA

Shofan Fiangga(1*), Abdul Haris Rosyidi(2), Tatag Yuli Eko Siswono(3),

(1) Universitas Negeri Surabaya
(2) Universitas Negeri Surabaya
(3) Universitas Negeri Surabaya
(*) Corresponding Author


Abstract


History of mathematics discusses a historical aspect of mathematics concepts since its appearance and development through ages. Understanding the background of why a certain concept appears in mathematics, an innovation in teaching and learning material may be developed. The historical aspect of mathematics concept can be used as guided reinvention activities for the children to learn the concept. This idea is in line with what stated in curriculum 2013. However, to implement in curriculum 2013, there is no feasible framework that can be used to work on. One perspective that can be used in this implementation is phylogenensis and ontogenesis perspective. In this paper a discussion on how phylogenesis and ontogenesis may be used to implement the history in teaching mathematics will be presented. In addition, an example on how a history can be used as reference in learning is provided.


Keywords


History of Mathematics; Phylogenesis; Ontogenesis

References


Barbin, E., Bagni, G. T., Grugnetti, L., Kronfellner, M., Lakoma, E., & Menghini, M. (2002). Integrating history: research perspectives (pp. 63–90). http://doi.org/10.1007/0-306-47220-1_3

Gravemeijer, K. (2013). Revisiting “ Mathematics education revisited .” Freudental 100, 24, 106–113.

Jankvist, U. T. (2009). A categorization of the “whys” and “hows” of using history in mathematics education. Educational Studies in Mathematics, 71(3), 235–261. http://doi.org/10.1007/s10649-008-9174-9

Katz, V. J. (1993). Using the history of calculus to teach calculus. Science and Education, 2(3), 243–249. http://doi.org/10.1007/BF00490066

Michalowicz, K. D., Daniel, C., FitzSimons, G., Ponza, M. V., & Troy, W. (2002). History in support of diverse educational requirements—opportunities for change (pp. 171–200). http://doi.org/10.1007/0-306-47220-1_6

Ozdemir, A. S., Goktepe, S., & Kepceoglu, I. (2012). Using Mathematics History to Strengthen Geometric Proof Skills. Procedia - Social and Behavioral Sciences, 46, 1177–1181. http://doi.org/10.1016/j.sbspro.2012.05.270

Panasuk, R. M., & Bolinger Horton, L. (2013). Integrating History of Mathematics into the Classroom: Was Aristotle Wrong? Journal of Curriculum and Teaching, 2(2), 37–46. http://doi.org/10.5430/jct.v2n2p37

Radford, L. (1997). On psychology, historical epistemology, and the teaching of mathematics: Towards a socio-cultural history of mathematics. For the Learning of Mathematics, 17, 26–33.

Radford, L. (2015). Of Love, Frustration, and Mathematics: A Cultural-Historical Approach to Emotions in Mathematics Teaching and Learning. In From beliefs to dynamic affect systems in mathematics education (pp. 25–49). http://doi.org/10.1007/978-3-319-06808-4_2

Radford, L., Bartolini Bussi, M. G., Bekken, O., Boero, P., Dorier, J.-L., Katz, V., … Vasco, C. (2002). Historical formation and student understanding of mathematics (pp. 143–170). http://doi.org/10.1007/0-306-47220-1_5

Tzanakis, C., Arcavi, A., de Sa, C. C., Isoda, M., Lit, C.-K., Niss, M., … Siu, M.-K. (2002). Integrating history of mathematics in the classroom: an analytic survey (pp. 201–240). http://doi.org/10.1007/0-306-47220-1_7

Tzanakis, C., Arcavi, A., de Sa, C. C., Isoda, M., Lit, C., Niss, M., … Siu, M.-K. (2000). Integrating History of Mathematics in the Classroom: An Analytic Survey. History in Mathematics Education: The ICMI Study, 201–240. http://doi.org/10.1007/0-306-47220-1_7




DOI: http://dx.doi.org/10.24127/ajpm.v6i2.1044

Refbacks

  • There are currently no refbacks.