J. Jamilah, D. Suryadi, N. Priatna
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. © Published under licence by IOP Publishing Ltd.
Program Studi Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia; Departemen Pendidikan Matematika, Fakultas Pendidikan Matematika Dan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia
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