Tedy , Machmud (2011) Scaffolding Strategy In Mathematics Learning. PROCEEDINGS International Seminar and the Fourth National Conference on Mathematics Education. ISSN 978-979-16353-7-0
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Abstract
Mathematics learning should be designed so that it is oriented to the goal which is focused on process. Learning orientation is focused on the development of ‘mathematical thinking’ and ‘mathematical disposition’. Then, the teaching-learning process is conditioned in order that student is actively to construct “meaning” through the process of self-experience, not just knowing. In such conditions the teacher's role shifted from mere "showing and telling" to be facilitators and guidance who can be responsive to students' development of thinking processes which proceed from the actual ability toward potential ability to construct mathematical knowledge. These efforts, among others, carried out by presenting a learning construction which is appropriate with the tradition of socio-constructivism. One of the most important tradition of socio-constructivism is the idea of scaffolding in practice learning. This study describe the role and strategy of scaffolding in mathematics learning. Key words: Scaffolding Strategy, Mathematics Learning.
| Item Type: | Article |
|---|---|
| Subjects: | Prosiding > KNPM 2011 |
| Divisions: | Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) > Pendidikan Matematika > Pendidikan Matematika |
| Depositing User: | Jurusan Pendidikan Matematika |
| Date Deposited: | 02 Jul 2012 06:44 |
| Last Modified: | 02 Jul 2012 06:44 |
| URI: | http://eprints.uny.ac.id/id/eprint/1353 |
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