DEVELOPING SCHEMA OF THE RELATIONSHIP AMONG MATHEMATICS COMPONENTS IN MATHEMATICS TEACHING LEARNING

In mathematics teaching and learning, students are the center and teacher as a facilitator. According to Training and Instructional Design, Penn State University, instructional design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. Instructional design is that branch of knowledge concerned with research and process for developing and implementing those strategies. Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situation that facilitates the learning of both large and small units of subject matter. So, in mathematics learning, instructional design is needed to develop and implement the innovative learning activity. According to The University of Michigan, instructional is a system, an arrangement of resources and procedures to promote learning and the systematics process of developing instructional system. Instructional development is the process of implementing the system or plan. So, the design in mathematics learning should promote student knowledge and students mathematics. Judith Conway in Educational Technologys Effect on Models of Instruction, stated that constructivism method emphasize students ability to solve real-life practical problems. Students typically work in cooperative in groups rather than individually. The job of the teacher in constructivism models is to arrange for required resources and act as a guide (facilitator) to students while they set their own goals and teach themselves. By using constructivism method, students can build their cognitive scheme. As a teacher and instructional designers, we must determine ways to present the information in an understandable form so students can relate it to other information that they learn. According to Dimitrios Thanasoulas, constructivism can be traced to the eighteenth century. In constructivism paradigm, the accent is on learner rather that the teacher. It is the learner who interacts with his or her environment and thus gains an understanding of its features

and characteristics. The learner constructs his/her own knowledge and finds his/her own solution to the problems. Piaget's constructivism is premised on his view of the psychological development of children. Within his theory, the basis of learning is discovery: To understand is to discover, or reconstruct by rediscovery and such conditions must be complied with if in the future individuals are to be formed who are capable of production and creativity and not simply repetition (Piaget, 1973). According to Piaget, children go through stages in which they accept ideas they may later discard as wrong. Understanding, therefore, is built up step by step through active participation and involvement. However, applying Piagets theory is not so straightforward a task as it may sound. According to Bruner, learning is a social process, whereby students construct new concepts based on current knowledge. The student selects information, constructs hypotheses, and makes decisions, with the aim of integrating new experiences into his existing mental constructs. It is cognitive structures that provide meaning and organization to experiences and allow learners to transcend the boundaries of the information given. In constructivism, John R. Anderson, Lynne M. Reder, and Herbert A. Simon, stated that there are some claims in learning activity: 1. Knowledge cannot be instructed (transmitted) by a teacher, it can only be constructed by the learner. 2. Knowledge cannot be represented symbolically. 3. Knowledge can only be communicated in complex learning situations. 4. It is not possible to apply standard evaluations to assess learning. So, we can conclude that in developing instructional models in mathematics teaching learning, constructivism method is a good method in learning activity because students can use their own ideas to solve the problem related to the real-life. After that, students can make their own reflections from their learning activity.

References Anderson, John R., Lynne M. Reder, Hebert A. Simon. Applications and Misapplications of Cognotive Psycology to Mathematics Education. http://actr.psy.cmu.edu/papers/misapplied.html http://carbon.ucdenver.edu/~mryder/itc/constructivism.html Ryder, Martin. Instructional Desin Models. University of Colorado. http://carbon.ucdenver.edu/~mryder/itc/idmodels.html