Transposition of Set Concept: Zone of Differences between Student^s Concept Image, Concept Definition, and Formal Concept Definition J Jamilah, S Fadillah
Program Studi Pendidikan Matematika, IKIP PGRI Pontianak
Abstract
The concept of a set in school mathematics is a result of transposition process from formal concept definition (FCD) to concept definition (CD) which is presented both in school mathematics textbooks and those presented by the teacher in the teaching and learning process in the classroom. Furthermore, this concept becomes a concept learned by students, so that from the learning process, a concept image (CI) is formed for each student. However, this CI could indicate zone of differences (ZoD) between CI and CD and FCD. This study was presented to reveal the phenomenon of transposition on set concept and ZoD between CI, CD, and FCD that occur. This study is a qualitative study with an interpretive phenomenology approach. A total of 30 students and a math teacher participated in this study. The findings of this study indicated that there were ZoD between CI and CD on several concepts, namely the concept of set, empty set, venn diagram, and subset. Furthermore, there were also ZoD between CI and FCD in the set concept, set presentation, empty set, venn diagrams, and subsets. In addition, the findings from the results of the transposition analysis on the set concept also showed that there were zone of differences between CD and FCD, especially in the set concept, set presentation, and subset. Thus, based on the results of this study, it can be concluded that the ZoD did not only occur between CI and CD and FCD, but also between CD and FCD.
Keywords: Transposition, Concept Image, Concept Definition, Set
