THE SUMMARY OF THE FUTURE OF PMRI

By Shahibul Ahyan*

During a decade in Indonesia, PMRI has a lot of progress in instructional mathematics in Indonesia. Nevertheless, the team of PMRI still has a lot of dreams to improve the learning results in mathematics of school age children in Indonesia. All children should get knowledge and skills in mathematics during their school especially in elementary school and first years in secondary school. The learning of mathematics must be useful for all children activities, must be taught at each childs own level, and must lead all children to practice their knowledge that will help them to solve their problems in their lives. For some children, studying mathematics at a young age must also able to know the function as an introduction to the formal world of the science and academic mathematics. PMRI has been proven to be an approach instructional mathematics that can accomplish this. However, the pilot schools is not automatically

implementable on a large scale. The implementation and institutionalization of PMRI in classrooms all over Indonesia is still an enormous endeavor. It can only be accomplished with the hard working and enduring efforts of many elements: teachers, parents, principals, teacher educators, mathematicians, publishers, journalists, policy makers, politicians, and many more. In the future, there are a lot of concrete issues will be addressed and worked : 1. Expanding a school based system of professional development of teachers on the subject of PMRI. Mathematics and language are the key subjects for further development.

*IMPoME student 2011 in Sriwijaya University

2. Increasing the capacity of universities to educate prospective teachers with a conceptual and practical base of PMRI. Teachers are among the most crucial factors in the improvement of mathematics education. 3. Creating a research agenda on PMRI and conducting design research in the classrooms. PMRI must become an instruction theory with a sound scientific basis in order to make evidence informed choices. 4. Creating assessment materials that reflect the concept of PMRI. These concepts are in line with worldwide developments in mathematics education. See, for instance, PISA (OECD, 2006). 5. Working on the public relations of PMRI through bulletins, news paper articles, TV, etc. 6. Creating a text book series of PMRI learning materials from grade one to six, as an example of PMRI practice and as a starting point for further local adaptation and development. 7. Through the accomplishment of the above items, reaching an increasing number of schools in an increasing number of regions and cities in Indonesia, by striking a balance between buttom-up conceptual development and topdown facilitation and support. In the next two decades the development of PMRI will hopefully continue with the same force and vigor with which it was pursued in the decade. We gladly invite people from all over the world to follow our efforts and discuss the progress with us.

Source: Sembiring, R., Hoogland, K., & Dolk, M. 2010. The Future of PMRI. In Sembiring, R., Hadi, S., Zulkardi, & Hoogland, K. (Eds.), A Decade of PMRI in Indonesia. Bandung, Utrecht: APS International.

*IMPoME student 2011 in Sriwijaya University