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Inter. Math. Education
In learning mathematics curriculum, should the school curriculum and mathematics textbooks developed by someone who comes from the world of mathematics education, not of pure mathematics. This is because the person’s ability which is based in mathematics education aimed specifically to teaching students. In learning mathematics, an educator must be able to assess students from mathematics education, not of pure mathematics. Someone who comes from mathematics education, must really have a clear idea of mathematical concepts, so there is no mess when teaching mathematics to students.
Good math teacher should be confident with the math skills they have. A math teacher should be able to enrich math, they teach to the students, so students interested in mathematics wealth and can later be explored to the fullest ability in mathematics. When teaching mathematics to students, teachers must not obtrude their students. Teachers cannot indoctrinate students that math is beautiful, because only students who can claim that mathematics is beautiful. Then students will be able to learn math easily. There are three types of attitudes of students in learning mathematics that is love math, indifferent to mathematics, and hated math. Thus, a teacher should know how it should facilitate students so students can learn mathematics with pleasure and being someone who loves mathematics. Teachers also must be able to teach logic along with mathematics, because students will be motivated under the guidance of a wise teacher. In addition, sometimes students are more willing to listen to what his friend rather than a teacher. It is the duty of teachers to handle with the creative learning methods.
Learning styles of students will depend on the social background of each and the teacher should be able to consider the matter. Teaching styles of each teacher should be able to adjust to different cultures. Methods of learning or learning strategies used by teachers should be able to cover all types of learning styles of students. Some of the math using intuition, but teachers still have to use varied methods and away from purely subjective approach (transition phase study).
There are many logical implications for separating mathematics and mathematics education is just a great speech pure mathematics about pure mathematics, mathematics educators have a separate discussion about education and mathematics, statement that pure mathematicians do not have to talk about the primary and secondary education, and mathematics education universities must be distinguished from primary and secondary schools. At all levels of education (primary, secondary and university) there is constructivism ontology. In addition, the mathematician must build the world of mathematics in each of their mathematics studies. Mathematics in the end is you and mathematics is ultimately the students themselves. Pure mathematics should not force themselves into world perception of young learners. Let the young students have their efforts to build up and get their own perceptions of mathematics.
According to David, mathematics and mathematics education in general should not be separated "You should not talk about mathematics when you really mean mathematics education." I think mathematics education and pure mathematics are different and should be distinguished. I think the education of mathematics and pure mathematics are different and should be distinguished. Math-based education aimed at teaching students in schools with boundaries of existing curriculum. Pure mathematics is clearly not able to apply the knowledge gained in college, because it is not based education, and the material is too broad to be taught to students. Students can indeed discuss or learn what they like about the math, but it still should be based on existing levels and curriculum. All is done step by step.
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