Didactical design work sheet of complex variable function based on epistemology, didactical, and learning trajectory to enhance student’s ability for representation and communication

One of the important keys to improve undergraduate students’ learning process is by using a good learning material, especially for those who are from mathematics department. In this study, the learning material was developed not merely by considering the characteristic of the materials and supported by appropriate models, methods and approaches. Further than that, it also pays attention on learning obstacles faced by the undergraduate students from both internal and external perspectives. By this way, the learning material was made based on epistemology, didactic, and learning trajectory. This study was undertaken by applying Didactical Design Research (DDR) which has three analytical phases: didactical situation analysis prior; metapedidactical analysis; and retrospective analysis. This study was beginning with problems (concept founding or even concept reinforcement), then the problems was analysed by the students by referring textbook for students and lastly making the teaching guide based on the learning obstacle, didactical, and learning trajectory. After learning process and learning obstacle test was done, an analysis was carried out and it shows that the didactical design successfully improved the undergraduate students’ representation and communication skill. However, it seems that the undergraduate students’ representation skill does not significantly affect to their communication skill.