Trends for ‘wiskunde’ or ‘wiskunst’? the case of students’ problem solving on elementary math problem (a little practical review from ‘revisiting mathematics education’)

Abstract

Abstract This paper is a little practical reflection of the idea proposed by Freudenthal in his book titled ‘Revisiting Mathematics Education’. Theoretically, a fundamental study of more philosophical mathematical meanings was discussed by Freudenthal through the terms ‘wiskunde’ and ‘wiskunst’. In essence, wiskunde means mathematics as an exact science, while wiskunst means an art in mathematics and science. Although there has been a lot of research that shows the success of RME in learning, the results of research that can contrast explicitly how the wiskunde and wiskunst phenomena work in the process of solving mathematical problems are still rarely found. This study aims to see the tendency of students towards the phenomenon of wiskunde or wiskunst in working on elementary math problems then describe the psychological factors and impacts that might be influential. This study used literature review and qualitative methods through the interview process for students who were given two elementary school math problems. Four out of forty students from fourth semester were chosen to be interview respondents to represent variations of the unique answers. Data analysis was carried out through a hermeneutic approach to student answers and interview transcripts. Research shows that the wiskunde phenomenon looks more dominant than wiskunst. This is thought to be related to the symptoms of psychological blockages of student’s college who are predominantly working on elementary math problems still using the very formal formulas, they should still be able to show a way of thinking like an elementary school kid. The impact of this wiskunde tendency indicates the ‘matherate’ of students who have become blunt. The contrast of wiskunde and wiskunst’s character and its reflection to the philosophy of education are discussed boldly in this paper.