Teaching and Learning Mathematics

A.    Introduction

For teachers and students, learning mathematics is not easy. Until now the math teacher was having difficulty in teaching. Submission of material that is difficult for students, making the teachers have to take recourse to mathematics easier to understand. For that all things related to mathematics learning, teachers should have understand.

B.      Discussion

Learning is the work being done to create an atmosphere for student learning. In our study must understand how students acquire knowledge from their studies. Teachers can determine the appropriate learning strategies for students to understand the learning process. Differences in teaching and learning lies in its emphasis. Learning emphasize the discussion about the students and accompanying processes in order to change his behavior. While the emphasis on teacher learning in an attempt to make the students can learn.

Definition of Learning

Learning is a process of behavior change as a result interaction individual and his environment to meet their needs.

Factors that affect learning

1.  Internal factors are factors that exist within the individual who is studying

a. Physical factors: health and disability

b. Psychological factors: intelligence, talents, interests
2. External factor is the factor that comes from outside the individual

a. Factor family: how to educate parents, family kinship relationships, family economic circumstances, parental attention.

b. Factor schools: teachers' methods used in teaching, curriculum, teacher relationships with students, teaching standards.
c. Community factors: one's relationship with the community, friends, mass media, customs.

3. Factor approach to student learning is the kind of effort to make the study of learning materials

a. Approach surface (surface / external nature), namely the tendency of student learning because of encouragement from outside (extrinsic). Eg learning for fear of not graduating. So learn from familiar, relaxed and not concerned with a deep understanding.

b. Approach to deep (depth), the tendency of student learning because of the encouragement from within (intrinsic). Example learning because it is interested to learn and feel needed. Serious learning styles and strive to master and understand it in depth.
c. Achieving approach (high achievement), the student learns because of the impetus to realize the ambition of ego enhancement that is a great personal achievement in improving the behavior itself by reaching the highest achievement. How to learn is more serious, skilled in organizing work space, divide their time and use them efficiently, clean, disciplined, systematic and forward planning as well as the encouragement of high competence.

Learning Motivation

Motivation to learn a very important role in learning achievement. Motivation is a state or situation the cause or give rise to certain behaviors and to give direction and resistance to such behavior.
Students' motivation are distinguished:

1.  Instrumental motivation: the urge to learn because the reward or avoid punishment

2. Social motivation: students learn because of the work to be done

3. Achievement motivation: students' learning for achievement or success

4. Intrinsic motivation: students learn because of her own

Motivational conditions that must be considered a teacher:
1.  Attention (attention)

To students interested and concerned teachers can deliver the materials and methods vary, and many involve the students.

2. Relevance (relevance)
Students will be preserved if the material being studied is useful for personal needs or beneficial.

3. Confidence (confidence)
High self-efficacy will further encourage and motivate students to learn. To increase the confidence of students, teachers need to reproduce the experience of successful students, for example by arranging learning activities to be easily understood, raising hopes of success by stating the requirements to succeed.

4. Satisfaction (satisfaction)
To increase the motivation of teachers to give students reinforcement in the form of praise, giving a chance so that students feel satisfied with what they have learned.

In addition to matters related to learning, teachers must also be able to distinguish between mathematics to school mathematics.

1.       Mathematics as search activity patterns and relationships
The implications of this view of learning are: (1) gives students the opportunity to conduct discovery and investigation to determine the patterns of relationships, (2) provide an opportunity for students to conduct experiments premises in various ways, (3) encourage students to find a sequence , difference, comparison, grouping, etc., (4) encourage students to draw general conclusions, (5) help students understand and discover the relationship between understanding one another.

2.       Mathematics as a creativity that requires imagination, intuition and invention
The implications of this view of learning are: (1) promote initiatives and provide an opportunity to think differently, (2) encourage curiosity, the desire to ask, denied the ability and the ability estimates, (3) appreciate the unexpected discovery as beneficial rather than regard it as errors, (4) encourage students to discover the structure and design of mathematics, (5) encourage students to appreciate the discovery of another student, (6) encourage students to think reflexive, and (7) does not recommend just using one method alone.

3.      Mathematics as problem-solving activities (problem solving)
The implications of this view of learning are: (1) provide a learning environment that stimulates math problems mathematics, (2) help students solve math problems using his own way, (3) help students learn the necessary information to solve mathematical problems, (4) encourage students to think logically, consistently, systematically and develop a system of documentation / records, (5) develop the ability and skills to solve problems, (6) help students learn how and when to use various teaching aids / media such as mathematics education: a compass, calculator, etc..

4.      Mathematics as a tool to communicate
The implications of this view of learning are: (1) encourage students to recognize the nature of mathematics, (2) encourage students to make an example the nature of mathematics, (3) encourage students to explain the nature of mathematics, (4) encourage students to give 4 reasons need math activities, (5) encourage students to discuss mathematical problems, (6) encourage students to read and write mathematics, (7) respect students' native language in talking about mathematics.

C.    Conclusion

To become a teacher, the need for the procurement of knowledge and learning. So that in teaching, will be able to transfer knowledge to students with good and true. A science teacher is not only important, but also skills in teaching, as well able to bring a class, students do not feel bored, students are able to accept the lesson well, able to motivate students to learn and be able to make the students love the lessons.

D.    References
http://staff.uny.ac.id/sites/default/files/pengabdian/marsigit-dr-ma/pembelajaran-matematika-berdasarkan-kurikulum-berbasis-kompetensidi-smksmkkbkbpg.pdf