Name : Adelia Salsabila Day, date : Monday, 11 January 2021

NIM : 4101418127 Time : 13.00 - 15.00

Course : Philosophy of Math Edu
Lecturer : Dr. Rochmad, M.Si

FINAL EXAM

1. a. Rene Descartes
Descartes created the algebraically analytic mathematics presented in his
“geometrie” of 1637 and formulated the general methodological rules. Many
people also call him the father of analytic geometry, which connects the fields of
algebra and geometry. This is because Descartes discovered that you can plot any
two-dimensional point on a mathematical plane. A mathematical plane is made up
of an x and y axis. This plane is called the Cartesian plane, named for the Latin
form of Descartes's last name. Descartes was also the first mathematician to assign
the letters from the early alphabet (like a, b, c) to represent data and later alphabet
letters (like x, y, z) to represent variables. Many of his contributions to
mathematics are: a) Cartesian coordinate system b) Fibred category c) Cartesian
product d) Defect (geometry) e) Descartes’ rule of signs f) Descartes’ theorem g)
Analytic geometry h) Pullback Theorem.

b. The 21st century demands mastery of high-order thinking, critical thinking,

mastering information technology, being able to collaborate, and be
communicative. In philosophy mathematics. These abilities are abilities that
students should have to be able to compete in this 21st century era. And by
learning mathematics students can hone their abilities. With mathematics can train
such as the ability to reason, think critically and creatively, practice to
communicate in communicating their ideas in solving problems and so on.

2. a. In mathematics learning cannot use an experimental approach to explain concepts.

Because, concepts in mathematics are abstract ideas that allow us to classify
objects or events and explain whether these objects or events are examples or not
examples of that idea. And in this case, the concept of mathematics is closely
related to the proof of mathematics and the proportion of mathematics that
 describes an important aspect of mathematics. And proof in mathematics is not
something that can be proven by experiment, but is a practice where people put
grammar rules to describe grammar games. Wittgeinstein also opposed the use of
the empirical method in mathematics, since empirical evidence through
experiments cannot be observed or reviewed and therefore does not dispel the
possibility of doubt. An evidence that cannot be reviewed means that there is room
for doubt or the evidence has been damaged. So to explain concepts in
mathematics, you cannot use an experimental approach.
Example: if given a problem, prove that the triangle with sides 3cm, 4cm, 5cm is a
right triangle. In this problem students can not only do experiments through a
picture, but students also have to compile sentences of proof using theorems and
definitions that support. And the results of the images from these experiments can
be used as supporting data. Not the main answer to the evidence.
b. Piaget suggested that learners of all ages are actively involved in the process of
acquiring information and building their own knowledge. For Piaget, knowledge is
the construction (formation) of one's activities / actions. Knowledge is not static
but continues to evolve. Piaget is best known for his theory of cognitive
development. He explained that related to age development, children's cognitive
abilities also developed. Piaget then divides children's cognitive development into
four stages:
(1) the motor sensory stage, from birth to 2 years of age,
(2) the concrete preoperational stage, namely from 2 years to 7 years of age,
(3) the concrete operational stage, namely from the age of 7 years to 11 years, and
(4) the formal operational stage, namely from the age of 11 years onwards.
Cognitive development which is influenced by age is what then becomes the
reference for teachers in Indonesia in teaching mathematics.
Vygotsky also believed that intellectual development occurs when individuals are
faced with new and challenging experiences and when they seek to solve problems
raised by these experiences. To gain understanding, individuals associate new
knowledge with the initial knowledge they already have. Vygotsky's theory, known
as the sociocultural development theory, emphasizes social and cultural
interactions in relation to cognitive development. According to Vygotsky, every
function in children's cultural development will appear twice, namely at first at the
social level in human relations or interpsychology, then appearing at the personal
 level in the child or intrapsychology. This means, it is necessary to know the social
and cultural processes that shape children to understand their cognitive
development. There are several opinions of Vygotsky that have implications for
learning mathematics, Vygotsky gave him the terms More Knowledgable Other
(MKO) and Zone of Proximal Development (ZPD).
The Differences:
 Piaget put more emphasis on the biological aspects of a child's development.
Meanwhile, Vygotsky views that development and learning occur in a social
context, namely in a world full of people who interact with children from birth.
Vigotsky concentrated more on culture. views the importance of language and
other people in the world of children.
 Vygotsky emphasized language in cognitive development more than Piaget did.
For Piaget, a new language appears when the child has reached a fairly
advanced stage of development. The child's language experience depends on
the stage of cognitive development at that time. However, for Vygotsky,
language developed from social interactions with other people. Initially, the
only function of language was communication. Language and thinking develop
on their own, but later the child delves into language and learns to use it as a
tool to help solve problems.
The similarities :
 Piaget and Vygotsky were the two main figures of constructivism. The two
figures view that increased knowledge is the result of learning construction
from learners, not something that is "bribed" from others.
 These two figures also argue that learning is not just an outside influence, but
there is also a strength or potential from within the individual who learns.
 In Vygotsky's study of the early years of childhood, he deals with the "non-
linguistic mind." This is almost similar to Piaget's claim that "sensomotor
activity" also occurs in childhood.

3. a. Examples of material in mathematics that are difficult to practice directly are the
material surface area of spaces. The habit of students only memorizing formulas
that they have obtained from the teacher without knowing how to find the formula.
 4 3
Example in the shape of a ball room. Note that the formula is A= π r . If you
3
want to make a spherical shape, students will find it difficult to form the ball. How
much paper is needed and so on.

b. The concept errors often occur in mathematics learning in class about triangles
material, in one of the studies include:
 Identify types of triangles based on side lengths (equilateral triangles, right
triangles, etc.) And types of triangles based on angular sizes (acute, obtuse,
right triangles),
 The misconception in the next triangle concept is that students are wrong in
determining the shape / image of the triangle and one of the reflective subjects
is also a misconception in determining the height of the triangle so that it is
wrong to calculate the area of the triangle and the perimeter of the triangle.

c. The approach to Realistic Mathematics Education is an approach to learning

mathematics which was developed since 1971 by a group of mathematicians from
the Freudenthal Institute, Utrecht University in the Netherlands. This approach is
based on the assumption by Hans Freudenthal (1905 - 1990) that mathematics is a
human activity. According to this approach, mathematics is not a place to move
mathematics from teachers to students, but rather a place for students to rediscover
mathematical ideas and concepts through the exploration of real problems.
Several aspects in the Concept of a Realistic Mathematical Approach include:
• Starting learning by asking real problems (questions) for students according to
their experience and level of knowledge, so that students can be involved in
meaningful learning
• The problems given must be directed in accordance with the objectives to be
achieved in the learning
• Students develop informally the problems posed
• Learning takes place interactively.
4. a. The difference between learning mathematics with inductive and deductive
approaches.
Deductive approach, meaning that the learning process starts with definitions and
is followed by examples and non-examples. The characteristics of deductive
learning are:
(1) student-oriented,
(2) highly structured,
(3) more efficient use of time,
(4) does not provide opportunities to study from time to time
Inductive approach, meaning that the learning process begins with examples and
is followed by the presentation of an appropriate definition based on these
examples.
b. Example of deductive approach in mathematics learning.
The topic : linear equations.
How to explain on the students : First, describe the definition of a linear equation,
which is an equation where the highest degree / power of the variable is one. Next,
we write down some forms of equations and ask students to classify them, whether
the equation is a linear equation or not.
Example of inductive approach in mathematics learning
The topic : statement in mathematical logic.
How to explain on the students : Initially we describe several sentence forms and
the students are asked to determine whether the sentences are true or false.
Example:
- Jogjakarta is the capital of the Republic of Indonesia (wrong)
- All even numbers are divisible by 2 (true)
- What a pretty girl (can't be determined)
- x + 2 = 5 (cannot be determined depending on the value of x)
Based on these examples, then we define what is meant by a statement is a
sentence that can be determined to be true or false with certainty. Meanwhile,
sentences that cannot be determined right or wrong are called open sentences.

5. a. The hierarchical view of learning mathematics falls under two assumptions.

 First, during learning, concepts and skills are required. So that according to some
previous learning experiences a student will lack concepts and skills, and after a
proper and successful learning experience, students will have or acquire concepts
and skills.
Second, the proficiency of mathematical concepts and skills depends on the
possession of previous concepts and skills. This dependency relationship between
concepts and skills provides a structure to the learning hierarchy. So to learn the
concept of level n +1, students must have got the correct concept from level n (but
not all levels are necessary). In learning mathematics, teachers should prepare their
students' conditions so that they are able to master the concepts that will be studied
ranging from simple to more complex. Consequently, based on this view,
mathematical knowledge is uniquely organized. However, the two assumptions are
problematic and open to criticism.

b. A scenario of learning mathematics about quadratic functions and equations for

high school students:
The first meeting: students are reminded again about the material that is a
requirement in this material. After that go to the subject matter. Students are given
an example of a quadratic function graph. Then explain what is the definition and
general form of quadratic equation. Then students are given how to graph the
quadratic equation.
At the second meeting: students are reminded again about the material they have
learned in the first meeting. Furthermore, in this second meeting students will learn
about what is the axis of symmetry, the optimum value, and a graph of the
quadratic function. The teacher provides an explanation of the material. Then
proceed with working on the questions on the student worksheets. Then several
students were asked to present the results of their work and held discussions with
classmates.
At the third meeting: students are reminded again about the material that has been
studied previously. Then at this third meeting students will learn about the
application of the material equations and quadratic functions to problems of
everyday life. The teacher explains the material, then a discussion is held on the
student worksheet.
6. a. Open-ended problems are problems that have more than one possible answer.
These problems might present an end result and then ask students to work
backward to figure out how that end result might have been achieved or they might
ask students to compare two concepts that can be compared in a variety of different
ways. But whatever way they are presented, the purpose of open-ended problems is
always to encourage students to use higher order thinking skills to solve problems
and understand that some problems can be solved in many ways, with many
outcomes.
Example :
- The difference between the temperature on Monday and Tuesday was 13
degrees. What could the temperature have been on each day? Find and explain
at least 5 different answers.
- Penelope sees 37 children playing in a corn maze. If those children split into
four groups, how many children could be in each group? Find and explain at
least 5 different answers.
b.
c. The steps in solving these questions contain the ability to think critically because
students have to think, which one should be the sideways and the other side. And
then also adjusted to the height of the parallelogram. In addition, to solve these
problems, students must use their creativity in solving these problems. How to
determine the area of the shape. Is it only by entering the known numbers into the
parallelogram area formula or choosing another way, for example cutting the shape
into 2-3 parts, namely a rectangle and two right triangles or it can also be a right
triangle and trapezoid. Or students also modify the shape of the parallelogram
without changing its length into a rectangle.