Providing Online Learning Situations for In-Service Mathematics Teachers' External Transposition Knowledge During COVID-19 Pandemic: Case of Indonesia

Abstract

Updating mastery of mathematics scholarly knowledge is vital for mathematics teachers' professional development in Indonesia. External transposition refers to the transposition of mathematics scholarly knowledge to the school curriculum. During the COVID-19 pandemic, online learning becomes the primary strategy for strengthening the external transposition knowledge of mathematics teachers in Indonesia. This study aims to describe the process of providing online learning situations in lifting the in-service mathematics teachers' external transposition knowledge during the COVID-19 pandemic. The online learning involved 57 in-service high school mathematics teachers in Indonesia as participants. The scholarly knowledge to be delivered was the visualization of matrix multiplication. This qualitative study is a didactical design research that includes a prospective learning situation analysis, a meta-technopedadidactic analysis, and a retrospective analysis. In the prospective learning situation, the solutions for re-situating face-to-face learning to online learning were disclosed. Moodle was used as the Learning Management System, and GeoGebra Classroom was used as the Task Response System. A meta-technopedadidactic is an educator's ability to comprehensively analyze pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in using technology in a learning situation. The finding in the meta-technopedadidactic analysis showed the role of technology as a visualization tool in online learning, evidence of participants' external didactic transposition, constraints, and collaboration in learning. Finally, the retrospective analysis suggested some future improvements for better online learning situations. This study contributes to the comprehensive organization of e-learning courses in Indonesia for mathematics teachers' professional development based on pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in the use of technology. Despite some of the study's limitations, the findings have the potential to be an advantage for the long-term sustainability of e-learning as a new norm for teachers' professional development programs, rather than just a foreshadowing of the pandemic.

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