Sani Sahara, Didi Suryadi, Turmudi Turmudi, Agus Hendriyanto, Lukman Hakim Muhaimin
Didactic transposition transpose knowledge relatively across various institutions, or the place where knowledges live within. In this study we analyse the position and the role of reduction of fraction arithmetic, specifically on how the piece of knowledge takes account, in the mathematics school textbooks of Japan, Indonesia, and Malaysia. We follow the institutional analysis by the Anthropological Theory of the Didactic (ATD) as framework for our examination. Moreover, we also seek to contribute to both theoretical discourse and didactical practice, as the study also takes a part in the prospective study in the Didactical Design Research (DDR). As our model of analysis, in this paper, we propose a Reference Epistemological Model (REM) as an objective basis for our interpretation to the knowledge to be taught. Our findings show the varieties of types, positions, and roles of reduction within the praxeological organisations of each textbook. The roles in which reductions perform are distinctively unique for each textbook, as they are positioned differently in terms of technique and technology. Additionally, the cases in the arithmetical fractions are also discussed. © National Science and Technology Council, Taiwan 2025.
Department of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Department of Primary Teacher Education, Faculty of Business, Law, and Education, Nusa Putra University, Sukabumi, Indonesia
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