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Similar to other countries (see for example Niss, 1996; NCTM, 2000), the mathematics curriculum for primary schools in Indonesia pays much attention to several important aspects such as developing pupils' reasoning, activity, creativity and attitude, and providing pupils with mathematics skills so that they can handle real-world problems mathematically. These aspects are crystallised in the goals of the mathematics curriculum for Indonesian primary schools as follows: "Preparing the pupils to be able to deal with the dynamic world situation effectively and efficiently through practical works based on logical reasoning, rational and critical thinking, caution and honesty". Preparing pupils to be able to use mathematics and mathematical reasoning in their everyday life and in studying other sciences. Despite its lofty goals, the curriculum appears to have fallen short of its aims, giving rise to the following questions: Why is the quality of mathematics education in Indonesian primary schools still poor? Why do most pupils hate to learn mathematics? (see Marpaung, 1995, 2001), and Why pupils' achievements in mathematics are poor from year to year? (see www.depdiknas.co.id). These questions indicate that there are some problems in mathematics education in Indonesia, especially regarding the curriculum and the learning and teaching process in primary school.
Ahmad Fauzan (Wed,) studied this question.