Lee , Chuan Seng
(1979)
Strategi-Strategi untuk Pengajaran Konsep-Konsep Matematik.
The Asia Pacific Journal of Educators and Education (formerly known as Journal of Educators and Education), 1 (1).
pp. 1-12.
ISSN 2289-9057
Abstract
This paper discusses a scheme which consists of four basic strateqies for the teaching of
concepts in primary and secondary school mathematics. In th is scheme, a concept is regarded as a
set of attributes that characterizes a class of objects and has a symbol or a name to denote it. The
name for a concept helps to convey the set of attributes that defines the concept as an integrated
whole or entity that exists independent of the class.of objects, called a reference set, from which it
is abstracted. A concept may have more than one set of attributes to define it, the choice of
which depend. largely on the aim of teaching the concept and the characteristics of the learners. At
times, the set of attributes which defines a concept is a subset of that which defines another concept. In this case, the latter is considered of higher order than the former. On the basis of this
definition of the order of concept, a hierarchy of selected concepts is built up which may offer
guidance for the teaching of the related concepts. Along with the guidance of other teaching
\juidelines, a set of four basic strategies are proposed and ana lysed for the teaching of mathematical
concepts. They are characterization, exemplification, analogy, and symbolization. A combination
of these constitutes a strategy, chosen as a result of a number of considerations, for teaching a
given concept. The effectiveness of the chosen strategy will also depend on the process or method
used to carrv it out in a specific teaching situation.
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