PEDAGOGICAL CONTENT KNOWLEDGE (PCK) MELALUI PERAN GURU DALAM ANTISIPASI DIDAKTIS DAN PEDAGOGIS (ADP) MENUJU MATEMATIKA ABSTRAK (MEMBANTU SISWA MEMAHAMI MATEMATIKA YANG ABSTRAK)

One of the problematic issues in mathematics education is the question of how to teach students abstract mathematical knowledge. In the mainstream information processing approach, one usually present concrete models to help student acquire this abstract knowledge. However, ‘concrete’ in the sense of tangible does not necessarily mean ‘concrete’ in the sense of making sense. This observation is in line with research findings that the use of manipulatives does not really help students attain mathematical insight. Moreover, even if a certain mastery of procedures is attained, their application appears to be problematic. The manipulativesapproach fails, probably because-although the models as such may be concrete-the mathematics embedded in the models is not concretefor the situated, informal knowledge of the student. Alternative approaches depart from the idea that situated, informal knowledge and strategies should be the starting point for developing abstract mathematics knowledge.