Knowing the history of education that may not have been able to understand
The purpose of education in the United States In the language of the destination is the direction, the bow, the majors, the intent. A contohadalah when parents send her son to be intelligent and berakhlaq, then the purpose she educates her son to school is to haltersebut. In a larger scale education set up by the Government of either system or managemennya. Another example of the educational goals of the State dipegangoleh is the concept of the purpose of education in America issued in 1989 as well. They use, the concept of “clear, concise, targeted” to compose their educational goals. In concept this is bahwatujuan education it should be obvious, there are kontroling in the sertahasil implementation will be achieved within a specified time.
The idea of this was criticized once by Ivan Illich, with “de-school”, because education in America already requires that sekolahmenjadi the only place to learn and only most giving birth to outputakademik and costs are very expensive. In survival seseorangharus learn wherever and whenever and not necessarily in kerangkeng school. That’s why Illich proposed for free from sekolahformal. Education wherever and whenever in its essence is the same. Halini in ungkapakan by Robert Maynard Hutchins, namely that
In the mid eighties, mathematics educators propagating the teaching of mathematics by applications represented a small and unique group. Emphasizing the value of necessity of applications in mathematics education was judged as theoretical and practical action against the dominance of pure mathematics in schools raised by the new math movement. At present, in 1996, this ‘movement’ towards more applications has gained quite some momentum (Keitel 1993). The aim of this chapter is to establish a reasonably accurate picture of the debate and actual state of using and applying mathematics in schools. We start a historical reflection on the ongoing deals with the arguments for applications in mathematics education. Different aspects of using and applying mathematics are dealt with detail. The case studies show also different ways in which progress is made in implementing more applications oriented curricula. We reach a rather positive outlook in the final reflection but recognize several obstacles and problems that are in the way of this positive outlook.
Subjects compulsory (mandatory subjects) includes:
- Science (natural sciences) includes biology, chemistry and physics
- Mathematics (math) include algebra, geometry, pre-calculus and statistics
- English (English lessons) encompasses literature, humanities, fabricate and verbal (practice)
Physical education (sports) Additional resources for students who are interested in enrolling in the education system in the United States, is a Grade Conversion Guide. With this guide, students can compare the values in the United States with other countries, making it easier to understand the entry requirements and determine which programs are appropriate. Types of American higher education The University or Universities Private University or college
Community College (Two-Year Colleges):
A broad view of mathematics education takes it as the study of how people learn and do mathematics. Starting with this view, the actual and potential relationships of mathematics education as a research discipline to mathematics as a field of knowledge and activity and to the mathematicians carrying out that activity are analyzed. This leads to the picture of a gulf between the two scientific communities which are based in different cultures of thinking and research. A (meta-)study of mathematics and all its facets termed here mathematicology is proposed. It could serve as common ground for cooperative studies by mathematicians and mathematics educators. Thereby the gulf will not necessarily become narrower but a bridge over the differences and mutual misunderstandings could be built.