Didactic Transposition of Mathematics Knowledge: The Challenges in Teaching Algebra during Covid-19 Pandemic
Nadya Syifa Utami (a*), Sufyani Prabawanto (a**), Tatang Herman (a)

a) Department of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
*nadyasyifa[at]upi.edu
**sufyani[at]upi.edu

Abstract

Effective learning happens when teachers can facilitate students to construct their knowledge independently. Nevertheless, Covid-19 pandemic makes teachers have limitedness in evaluating the knowledge gained by students. This research analyses the didactic transposition, between the knowledge taught by the teacher and the knowledge learned by students in the concept of algebraic form. Moreover, a qualitative method with phenomenology design was used in this study with a mathematics teacher and eleven seven-graders were the subject. The data collection was done by collecting the lesson plan, the related documents, and the teacher^s interview as the sources for taught knowledge. The test and the student questionnaires were references for learned knowledge. The data analysis was done by adopting the framework of praxeology developed by Chevallard. The result shows that the teacher gave fewer chances to the students in exploring their way (technique) to solve problems given (type of task) so that the concept within algebraic form (technology-theory) inclined to be transformed by the teacher in limited contexts. Consequently, students had many misconceptions indicated from their test answers in solving problems within other contexts. In conclusion, limitations in teacher^ learning design during the pandemic era affected some learning losses for students.

Keywords: Algebraic form- Praxeology- Didactic transposition- Covid-19 pandemic

Topic: Mathematics Education