THE POWER OF CATEGORY AND NETWORKING

The Power Of Category and Networking

(Psychologi of Student Learn Mathematic)

According to emmanuel kant, there are four kinds aspect in our mind. Firts, we called Qualitative. Qualitative used to determine the quality of something. Qualitative has three element, universal, partial, unique. Second, we called Quantitative. Quantitative also has three element, there are plural, partial, and singular. Third we called category which is help us in order to divided somthing into many categories. And fourth, we called relationship which give us a skill to making a networking with another.

Noumena is divided into references, knowledge, and idea. In references there is a criteria and there are category and networking. Categorized itself still divided into some categories again. For example, purpose, definition, function, component, etc.

We use this skill, especially category, to learn more about math education phenomena. In math education phenomena there are intention or awareness. It depends on our awareness, abtraction, idealization. And epoche and also category and networking. All of things that we don’t need it is transfered into epoche.

There is teaching-learning in math education. The result show that there is a science of teaching learning growth which depends on our activity in teaching learning mathematic. There are many moving like down-up and up-down. It make our activity in teaching learning mathematic divided into three category. The first is intensive. Intensive activity show a graph of teaching learning activity from down to be more upper than before the activity. The second is extensive that show a graph in irregular form, sometimes growth high and sometimes growth down. The third category is routine that show a graph of our teaching learning activity as a regular form and constant at any time.

According to profesor Katagiri, there are three aspects in student’s mathematical thinking.

1. Mathematical Attitude
2. Mathematical Method
3. And mathematical Content

We can say that there are three aspects in student’s mathematical thinking in the frame work of the nature of school mathematic. We can make an observation in the form observation by check llist, question for student, and question for teacher.

The nature of school mathematic, according to Ebuth and Stalen, 1995, there are four aspects. There are:

1. Pattern or relation
2. Problem solving
3. Investigation
4. Communication

If we relate the nature of school mathematic (according to Ebut and Stalen) with categorial of student mathematical thinking according to profesor Katagiri then there is a relation between one aspect to another aspect of the nature of school mathematic and student mathematical thinking.

This relation is shown in table 1.

TABLE 1. Relation between school mathematic and student's mathematical thinking

	Pattern	Problem solving	Investigation	Communication
Attitude	V	V	V	V
Method	V	V	V	V
Content	V	V	V	V

note: V = there is a relation

- = there is no relation