Linking proportionality of arithmetic, algebra and geometry domains in Indonesian lower secondary textbooks

Wijayanti, Dyana

doi:10.23925/1983-3156.2019v21i4p074-084

Cited by 4 publications

(7 citation statements)

References 5 publications

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“…This condition is also indicate there is no disconnection within sector. As Wijayanti mentioned this disconnection is also appear among three sectors [16].…”

Section: B Praxeology Organization On Textbookmentioning

confidence: 86%

“…A minimal study from textbooks analysis based on praxeology organization can be used to see a condition of a domain both in theory and practice in one sector, e.g proportion [12,13]. Not only that, praxeology organization can also be used to analyse a connection between two domains for example [14][15][16]. In this case, Wijayanti found a disconnection in a textbook between proportion, linear function, and similarity.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Picturing Textbook on Exponent Equations Based on Praxeology Organization

Wijayanti¹,

Aufa²

2020

Proceedings of the 2nd Social and Humaniora Research Symposium (SoRes 2019)

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In studying the exponent equations, high school students are confronted with the concept of exponent equations and applications in doing exercises on exponent equations. This is also reflected in the textbook students used. At the same time, textbook is an important factor in learning. Thus, what about the state of the textbook that contains the material exponential equations? The textbook used in this study is a student textbook. To find out the state of the textbook, researchers will use the theory of praxeological organization. In analyzing the textbook, the researcher uses a reference epistemological model which is then compared with the praxeological organization in the textbook. The results of this study indicate that theory of exponent equations in textbook is not given a detailed explanation why and how a formula can be obtained. In practice the questions, it is only contain application problems from the formulas that have been provided, not problems that are related to the theory of exponent equations. From the results of the research it is expected that the teacher as a mediator between students and textbook needs to provide explanations or additional links with concept and/or questions that are not in the textbook.

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“…This condition is also indicate there is no disconnection within sector. As Wijayanti mentioned this disconnection is also appear among three sectors [16].…”

Section: B Praxeology Organization On Textbookmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Picturing Textbook on Exponent Equations Based on Praxeology Organization

Wijayanti¹,

Aufa²

2020

Proceedings of the 2nd Social and Humaniora Research Symposium (SoRes 2019)

Self Cite

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“…Do they really ensure the needs of students? In fact, [4], [2], [1], [3] found a weak connection in the discussion between comparative material, linear function and similarity. Does the situation also occur in other knowledge institution such as‚scholarly knowledge?…”

Section: Textbook Research and Textbooks In Indonesiamentioning

confidence: 99%

“…However, the situation is still far from the goal. For example, in analyzing junior high school textbooks, Wijayanti [1], [2], [3], [4] found a weak connection in the discussion between proportion domain (7 th grade), linear functions (8 th grade) and similarity (9 th grade). Wijayanti [1], [5] stated that if ( 1,2) and ( 1,2) are a proportion if 1 • 2 = 2 • 1; or it is written with ( 1, 2) ~ ( 1,2).…”

Section: Introductionmentioning

confidence: 99%

Development of Mathematical Textbook Analysis Model in Term of Connection based on the Didactic Transposition

Wijayanti¹

2020

Proceedings of the 1st International Conference on Islamic Civilization, ICIC 2020, 27th August 2020, Semarang, Indonesia

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“…Las praxeologías se utilizan, principalmente, en el análisis del material didáctico (e.g. Schivani, Brockington, & Pietrocola, 2013;Barbé, Espinoza, & Gellert, 2017;Wijayanti, & Winsløw, 2018;Wijayanti, 2019) y de la práctica en el aula (e.g. Barbé, Bosch, Espinoza, & Gascón, 2005;Corica, & Otero, 2011.…”

Section: Los Métodos De Enseñanza Como Organizaciones Praxeológicasunclassified

Análisis Praxeológico de los Métodos de Enseñanza: un Puente entre la Investigación y la Práctica

Espinosa¹,

Araújo

Veit

2019

RBPEC

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Es deseable que los buenos resultados obtenidos en las investigaciones sobre la utilización de los métodos activos de enseñanza sean alcanzados en la práctica docente en diversos contextos. Para ello, es necesario comprender las características específicas de los métodos de enseñanza, así como las eventuales transformaciones necesarias para adecuarlos a diferentes contextos. En este artículo proponemos utilizar el constructo de “Organización Praxeológica”, proveniente de la Teoría Antropológica de lo Didáctico, como herramienta para el estudio de los métodos de enseñanza. Desde esa perspectiva, los métodos son vistos como conocimientos institucionalizados - social e históricamente legitimados - que pueden ser estudiados en términos de praxis (tipos de tareas y técnicas) y del logos (discursos tecnológicos y teóricos). Ilustramos estas ideas con la construcción de una organización praxeológica para el método conocido como Team-Based Learning.

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Linking proportionality of arithmetic, algebra and geometry domains in Indonesian lower secondary textbooks

Cited by 4 publications

References 5 publications

Picturing Textbook on Exponent Equations Based on Praxeology Organization

Picturing Textbook on Exponent Equations Based on Praxeology Organization

Development of Mathematical Textbook Analysis Model in Term of Connection based on the Didactic Transposition

Análisis Praxeológico de los Métodos de Enseñanza: un Puente entre la Investigación y la Práctica

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