Reflection on Citizenship Education in the Context of School Mathematics

A mellow resonance rises from the introduction of the interconnection of mathematics and citizenship education. However, much of the argument in an attempt to the indication of the relationship is unsound,inconsistent , and disagreed. In this journal, mathematics is investigated and distinguished in layers of perspectives. Mathematics, to personal belief, is a language system in forms of numbers and symbols, which can be utilized to describe and simplify phenomena of several different aspects. As used in calculating processes, numbers are dealt with generically and the inevitable outcome of correct and logical procedure is the "right answer" of a problem or an exercise. In exploring the implication of mathematics, mathematics is then applied and structured to illustrate and convey the models, which contain no definite "truth." The interpretation of mathematics may not alter the essence of mathematics. Furthermore, even though the very essence of mathematics advocates the development of logical and critical thinking, philosophical concept at its intuitive level coincides exact description of correlative purposes and contributions. Consequently, citizenship education can progress and proceed irregardless of the presence of mathematics and this simply results in collapses of the ground of arguments. Nevertheless, Mathematics, as well as social construction, is of complex synthesis and needs deliberative analyses to attend proper representation.