Open AccessDidactic transposition from scholarly knowledge of mathematics to school mathematics on sets theory
Author(s) -
Jamil Jamilah,
Didik Suryadi,
Nanang Priatna
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1521/3/032093
Subject(s) - transposition (logic) , context (archaeology) , mathematics education , set (abstract data type) , computer science , curriculum , process (computing) , mathematics , pedagogy , artificial intelligence , psychology , biology , programming language , operating system , paleontology
A study was conducted to analyze the didactic transposition process on sets theory. Specifically, this study aimed to analyze the transposition of knowledge on sets theory from scholarly mathematics to school mathematics. This study was a phenomenology study. Abstract algebra textbooks, the 2013 curriculum and school mathematics textbooks were sources of data in this study. The analysis of didactic transposition process used descriptive analysis. The results of this study show that there was a transposition of knowledge in the concept of the set from scholarly mathematics to school mathematics. The transposition of knowledge occurs in the structure and form, and context, but not in sequences. In context, the transposition of knowledge to the concept of the set can be seen from how the concept of the set is built. In scholarly mathematics, the concept of sets is built from abstract formulas. Whereas in school mathematics, the concept of a set is built from concrete formulas, to later obtain semi-concrete and abstract formulas. Structurally and formally, the transposition of knowledge can be seen from the presentation of concepts. Whereas in sequence, there was no transposition of knowledge to the concept of sets.