Until recently there have not been many links to students’ culture in the mathematics classroom. This may be one of the major barriers to achievement of many groups historically underrepresented in mathematics, for these students may see mathematics as a subject that has very little meaning or value for their current or future lives. Banks (1989) contends that preparing students to be functional in competitive, pluralistic society and teaching them about their customs, heritage, history and other aesthetic aspects are essential components of an affective educational program.
Learning activity is important to students to develop their ability, their knowledge, their motivation, their competency and will be able to apply the mathematics that they have learned in real world. Learning experience can be got both inside and outside the classroom. It is necessary supported with readiness source material both direct object and indirect object that contextual. Hence, learning strategy that should be develop can be :
1. Emphasis on Problem Solving;
2. Learning in various context of daily life;
3. Emphasis students as active learners;
4. Appreciate the uniqueness of students;
5. Learn trough cooperative learning;
6. Develop assessment in examining system.
www.staff.uny.ac.id/dosen/marsigit-dr-ma. asumsi-dasar-karakteristik-matematikasubyek-didikdanbelajar-mat-sbg-dasar-pengemb-kur-mat-berbasis-komptensi.
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