I. INTRODUCTION
Learning is a process that resulted in a change in potential or actual behavior and are relatively permanent as a result of training and experience. While learning activities are the activities of the interactions between educators and learners with learning resources in a learning environment. In learning activities students are required activeness. Active in question is an active student asked, questioning, present ideas and engage actively in learning activities, because learning is an active process of the students in building knowledge. So, if learning does not provide an opportunity for students to take an active role, then the learning is contrary to the nature of learning. In learning activities of students not only required but also kreative activeness, because creativity in learning can create new situations, not monotonous and interesting so that students will be more engaged in learning activities.
In learning mathematics students often find it difficult to learn, but it has not been meaningful student learning, so that the students understanding of the concept wrong. As a result, student achievement both nationally and internationally has not been encouraging. The low student achievement caused by factors that are having problems in comprehensive or partial. While the teachers who served as manager of learning are often not able to deliver material to students in meaningful learning, and delivery also seem monotonous without regard to the potential and creativity of students so that students feel bored because students are only considered as an empty bottle ready to be filled with the subject matter. This suggests that in learning mathematics teachers should use a variety of learning methods and adapted to the conditions of students so that students better understand the material presented and students are more impressed by learning that has been delivered and the students will more easily remember and not forget the things he learned.
Referring to the statements above, it may take several concrete steps to transform mathematics into something interesting. Dansetiap countries have attempted to improve the way berbeda.ada pembelajran who conducts seminars, workshops, case study, etc.. By implementing the steps above, students are expected to be active in participating in learning activities and ultimately their love of math.
II. MATHEMATICAL TEACHING ACROSS MULTICULTURAL CONTEXT
a) Mathematical teaching across korean kontexs
Researchers continue to study about what is the bottleneck in the advancement of mathematics education. And that is the bottleneck in advancing mathematics education are (1) the challenge of integrating the perspectives of students in teaching, (2) the gap between theory / research and practice, and (3) the lack of a theory of learning for teachers and educators.
1. challenge of integrating the perspectives of students in teaching
Integrating perspectives in teaching students to enhance their learning is something very important in learning mathematics. Studies in problem solving teaching approaches have been proposed to achieve this goal. For example, Bell (1993) suggested diagnostic approach to teaching that teachers need to investigate students' misconceptions and then design a follow-up activities that can improve their misconceptions. Although the approach to include the perspective of students in the practice of teaching has been widely proposed, still under the attention of the adequacy and effectiveness of these approaches. Especially, the study presented results that the perception of students about the learning environment has a profound influence on the effectiveness of their learning rather than actual characteristics of the environment itself. Teachers usually face difficulties in the perception of pedagogical students towards the learning environment are often different from the teacher. For example, students can have a negative view of learning environments that can resist their motivation in learning, but teachers are not aware of the situation and keep thinking friendly setting for students. In this situation, need teachers who can design good learning and in line with the perspectives of students in order to maximize student learning outcomes.
2. the gap between theory / research and practice
one more problem that is the bottleneck in the development of mathematics education is the gap between theory and praktek.Sangat often, fragmentation of the teaching activities of teachers leaves itself to face difficulties in integrating theory and research into their teaching context. To overcome this problem, researchers have attempted to shorten the distance by changing theories in a practical publication that allows teachers to understand the theory and, in turn, can properly apply it into the context of teaching. The transfer process is complex, cyclic and sophisticated, involving the interplay with several levels pesertasehingga cause difficulty for educators, requiring them to bridge the gap in order to fairly implement professional development and teacher education programs to facilitate growth in the teaching professions.
3. lack of a theory of learning for teachers and educators
The next problem is the lack of a theory of learning for teachers and educators. The fundamental theory and can be used to enhance learning. Clearly short of mathematics education theory of learning for teachers and educators who stand in the up position in influencing student learning. Building a theory of teacher learning is more difficult than building a theory of student learning. . This is because the complexity of the needs of educators and teachers the knowledge to do their jobs well and a variety of factors can affect their learning. Finding the solution of problems faced problems in learning mathematics is not easy. And here are some solutions offered. That solution is a few innovations that came from a study that focuses on facilitating the experienced teachers in designing mathematical tasks in the learning environment conjecturing that multi-level (MLE). We use conjecturing because:
The next problem is the lack of a theory of learning for teachers and educators. The fundamental theory and can be used to enhance learning. Clearly short of mathematics education theory of learning for teachers and educators who stand in the up position in influencing student learning. Building a theory of teacher learning is more difficult than building a theory of student learning. . This is because the complexity of the needs of educators and teachers the knowledge to do their jobs well and a variety of factors can affect their learning. Finding the solution of problems faced problems in learning mathematics is not easy. And here are some solutions offered. That solution is a few innovations that came from a study that focuses on facilitating the experienced teachers in designing mathematical tasks in the learning environment conjecturing that multi-level (MLE). We use conjecturing because:
1) Conjecturing can improve conceptual understanding
2) Conjecturing can improve the smoothness of procedural
3) Conjecturing can improve strategic competencies
4) can enhance the adaptive reasoning Conjecturing
5) may increase the disposition of productive Conjecturing
b) Mathematical teaching across brunei kontexs
In bruney, some teachers use the books recommended by the department of education. They use the book in learning mathematics. But some teachers are also looking for other references to use in learning. In Brunei, lesson study is designed in accordance with the recommendation of textbooks recommended by the change to make lessons more interesting.
in order to comply with the advice and guidance from the Department of Curriculum Development, teachers are encouraged to plan learning in which students are expected to:
• communicate in order to learn and express their understanding
• connect mathematical ideas to other concepts in mathematics, everyday experiences, and other disciplines
• demonstrate fluency with mental mathematics and estimation.
• develop and apply new mathematical knowledge through problem solving.
• develop mathematical reasoning and creativity.
• select and use technology as a tool to learn and solve problems
• develop visualization skills to assist in processing information, making connections and solving problems.
• develop positive attitudes and values towards mathematics.Brunei teachers should emphasize the process and communication skills, connection visualization, and reasoning while teaching some topics.
Learning is successful if
1. teachers consider their students' participation in class
2. Students must be active, participatory and seemed interested in the subject
c) Mathematical teaching across russian kontexs
In 2003 the Russian Science and the Ministry of Education has accepted the decision to include the theory of probability and statistics into the regular school program. This document provides for the gradual adoption of this section. When the transition period (2004-2008) was over, statistics and probability have occurred in the curriculum for grade 7-9. Now we need the analysis and assessment of the first results.
This paper is dedicated to the main features of the statistics and probability theory at the junior high school and topics that have been incorporated into educational programs.
This paper is dedicated to the main features of the statistics and probability theory at the junior high school and topics that have been incorporated into educational programs.
1. Descriptive statistics.
2. The main probabilistic concepts in 8-9 value.
3. Randomized trials and random events.
4. Combinatory and place in a school course stochastic.
5. Random value and distribution.
Standards provide for the continuation of education in high school when teaching should be concentrated on the concepts of the nature of random values. Now our group is working through the complex to a high school education.Russia does not attempt to demonstrate the skills of teachers teaching or new technology and magic. What are russia trying to do is to show how to work with new things and not used in math courses.Of course we can make the lesson more colorful and spectacular use of computers. We reject it, trying to make the material available to every teacher even if he does not have computer equipment when the lesson.
d) Mathematical teaching across thailand kontexs
In the learning of mathematics that became One ultimate goal of learning mathematics is that teachers can prepare students to function confidently in real world situations. Mathematical modeling is a form of real-world problem solving. A modeling approach to solve the problem of focusing a variety of math skills to find solutions and help students see mathematics in a wide spectrum of applications
Mathematical modeling can be defined as problems encountered translate into mathematical form by seeing mathematics as a tool to solve the problem. The situation can be translated into a mathematical model to use appropriate mathematical methods for finding solutions to problems.
Mathematical modeling can be defined as problems encountered translate into mathematical form by seeing mathematics as a tool to solve the problem. The situation can be translated into a mathematical model to use appropriate mathematical methods for finding solutions to problems.
In the mathematical modeling process consists of four main stages:
1. Observe the phenomenon, described the situation inherent problem in the phenomenon, and the intelligent are important factors (variables / parameters) that affect the problem
2. Conjecturing the relationship between factors and interpret them mathematically to obtain a model for this phenomenon
3. Applying the appropriate mathematical analysis to model
4. Obtaining results and reinterpret them in the context of the phenomenon understudy and draw conclusions
Results of Teachers project found that teachers learn many mathematical modeling. Hands-on activities help them to understand the concept of mathematical models and they can use all the activities in their classrooms. In addition, it is expected that E-Activities developed in nearly future will help further the number of teachers and learners to perform mathematical modeling
e) Mathematical teaching across vietnam kontexs
in Vietnam, the use of dynamic external representation in communicating, learning and teaching mathematics has increased dramatically. Learners should be able to interpret and use external representations to their own reasoning, investigate, and to communicate mathematics with others. Since 2006, Vietnam has designed a dynamic model for teaching and learning of middle and high school mathematics. The use of external representation that dynamically enhance students' understanding of the concepts of school mathematics. Research shows that positive gains in the understanding of mathematical topics arise in cases when some of the dynamic mode of external mathematical representations are used effectively.The purpose of this talk is to share some specific examples where the external representation of dynamic can empower students in mathematics. This is an example from the literature that the author has used in teaching and is taken from the fields of plane and solid geometry. Vietnam Teachers believe that the activities in class is a good means for the development of students. In particular, the use of an external representation of the dynamic encourages students to combine different types of representations in terms of their decisions, students will be better able to solve mathematical problems and understanding the underlying concepts.
f) Mathematical Teaching Across Indonesia context
The success of a learning influenced by many factors. One is the handbook. The availability of the handbook is one of the factors that determine the quality of teaching and learning process. Should a student is choosing books for the students because sekolahlah cocokuntuk know which books their students. It also means that students have the freedom to choose his own without any intervention from the teacher and there school. obstacles in the implementation of this handbook. There are still many students who can not buy books because of economic problems. This is an issue and our responsibility to the students can buy books that are needed. In Indonesia, the problem is still many teachers who belumbisa write a good book. This is because their knowledge is still lacking. The following are the steps to write a handbook:
1. Looking for ideas We must choose the idea first. Then understand the material to be written
2. prepsre original plan Collecting data to be used data from various sources
3. Do the writing first if the idea and start writing the data already obtained data
4. To evaluate after doing the writing. The thing to do is an evaluation activity. It aims to minimize the error
5. Working closely with the publishers.In this case, as the authors must convince publishers about the purpose of the book with the theory and filosophy.
with teachers create their own handbook. It is hoped that the book is more useful for learning because teachers are more aware that it takes the students. And in the end can make the students liked mathematics
III. CONCLUSION
Each country has different mathematical development issues with other nations. One country to another have a different problem. And each country also has different stepsto resolve the issue.for those countries trying to improve the quality of mathematics education in the country. Many ways they do.Korean with three major problems that exist can be resolved by conjecturing, Thailand developed with activity and menyangkutkan mathematics with everyday life, Russia does not attempt to demonstrate the skills of teachers teaching or new technology and magic. What are russia trying to do is to show how to work with new things and not used in math courses. While Indonesia improve teaching and learning process by providing quality books, this can be done by emphasize on educators to develop a quality book, in Brunei, the government recommends teachers to emphasize the process and communication skills, connection visualization, and reasoning while teaching some topics.
to be able to increase the activity and creativity of student learning in basic school mathematics learning takes some good steps. Because it's a good pace of activity and creativity of student learning can be seen from the learning process that does require them to engage actively in learning activities and creative thinking in solving existing problems.
Hopefully after those countries strive to develop mathematics education in the country, one day get a good result. Mathematics into something interesting. So that students become fond of mathematics, and ultimately produce graduates who have good math skills.
to be able to increase the activity and creativity of student learning in basic school mathematics learning takes some good steps. Because it's a good pace of activity and creativity of student learning can be seen from the learning process that does require them to engage actively in learning activities and creative thinking in solving existing problems.
Hopefully after those countries strive to develop mathematics education in the country, one day get a good result. Mathematics into something interesting. So that students become fond of mathematics, and ultimately produce graduates who have good math skills.
