Mathematics Education: Mathematics: Teaching And Education

Mathematics- Teaching and Education

In the digitalized society, mathematics is important in everyday life as well as the demands in the Fourth Industrial Revolution. We need mathematical technology to compliment with the industry 4.0. Usually, we need quantity and number such as weight, length, area, money and time as a part of our life but now, supporting the industry 4.0, we need to understand quantity and number in terms of air pressure, humidity, population growth rates, and profits of companies (Gravemeijer et al., 2017).

In Industry 4.0, it is al about the big data analytics that we can understand through mathematical knowledge such as statistics, space-geometry in understanding 3D imaging and 3D printing and co-variation and functions

With education 4.0, students’ mathematics competency should be nourished as mathematics is the main part behind this digital era.

Implications of 4IR on Mathematics Education

The discipline of mathematics education in the 4IR offers to transform the teaching and learning process into more effective process. Since 4IR is powered by artificial intelligent then changing the way we used to teach should be prioritized. This part explores the impact of 4IR on mathematics education which includes teaching, learning, research and service.

Undoubtedly, 4IR creates gap between humanistic and technology. Apparently, the social science aspect, humanistic is bound by the technology. As technology develops, the humanistic part is reduced by the powerful impact of 4IR. The situation moves from human centered characteristic to task based

Their role will change from teacher to mentor in order to facilitate students’ learning. Teachers and academic institution are still pertinent to academic performance, despite the changes education climate during 4IR.

Changing the Way We Teach Mathematics in 4IR

Teaching Mathematics in the Fourth Industrial Revolution can be categorized in Teaching 4.0 in relation to 4.0 IR. We are moving from traditional approach during the First Industrial Revolutions towards the changes in future learning of mathematics. So, Mathematics 4.0 can be formed in respond to the need of Teaching 4.0 as well as 4.0IR. Likewise digital technologies, open sourced content and creating framework for future learning have high potential in education.

Teachers have the opportunity to revolutionize their teaching and able to learn, re-learn and unlearn. Teachers’ readiness should not be limited to the current technology and any new sign of another technology must be accepted so that they are updated with the