DIDACTIC TRANSPOSITION AS A NEW PARADIGM IN THE STUDY OF MATHEMATICS EDUCATION IN INDONESIA Muhammad Daut Siagian (a*), Didi Suryadi (a), Elah Nurlaelah (a), Sufyani Prabawanto (a)
(a) Mathematics Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung 40154 Jawa Barat, Indonesia
*mdsiagian[at]upi.edu
Abstract
The research in the field of mathematics education in Indonesia today is dominated by the application of learning models that aim to improve students^ mathematical abilities such as the ability to understand concepts, critical mathematical thinking, mathematical reasoning, mathematical communication, mathematical connections, mathematical representations, and other abilities. This paper aims to specifically discuss didactic transposition as a new paradigm that can be guided in conducting research in the field of mathematics education. Didactic transposition was developed by Yves Chevallard in 1980. In European countries, many studies have been conducted related to didactic transposition. The didactic transposition process refers to the transformation that becomes the object of an object or body of knowledge from the time it is produced, used, selected, and designed for teaching to actually teaching in a particular educational institution. Through didactic transposition, the research will be closer, because, in order to produce appropriate knowledge for students, researchers must first deepen scholarly knowledge of a concept that will pay attention to the social context that is part of the taught knowledge such as the curriculum.
