Didactical Transposition within Reflective Practice of an Indonesian Mathematics Teacher Community: A Case in Proving the Pythagorean Theorem Topic

Rudi Rudi, Didi Suryadi, Rizky Rosjanuardi

Abstract


Didactical transposition plays a pivotal role during the implementation of reflective practice of Mathematics teacher community. Didactical transposition is a systematic approach to develop and analyze learning materials. Didactical transposition within reflective practice is carried out collaboratively between teacher trainers and teacher participants to create an effective didactical design to deal with student learning obstacles. This study attempts to portray didactical transposition process accomplished by teacher trainers and teacher participants during the implementation of teacher reflective practice in the community. This study applied methodological framework called didactical design research developed by Suryadi. Didactical design research based on reflective framework consists of four phases namely preparation, design/reflective planning for action, design/reflective implementation in action, and design/reflective evaluation and reflection after action. Research participants were a teacher trainer, thirteen teachers, and thirty students. Data collection procedures were completed using observation and documentation. This study resulted in didactical design obtained through didactical transposition process by teacher and teacher trainer participants. Research findings revealed that didactical design developed collaboratively through didactical transposition within reflective practice in community was proven effective to overcome student learning obstacles due to learning materials.


Keywords


Didactical transposition, reflective practice, Mathematics teacher community, proving Pythagorean theorem

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DOI: https://doi.org/10.46517/seamej.v12i1.132

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