Analyzing Indonesian Mathematics Textbooks on Linear Inequalities Through the Lens of the Anthropological Theory of the Didactic
DOI:
https://doi.org/10.21831/jrpm.v13i2.95587Keywords:
Mathematics textbooks, Inequalities, ATDAbstract
This study aims to analyze how the concept of inequality is presented in secondary school mathematics textbooks through the lens of the Anthropological Theory of the Didactic (ATD). Using a mathematical praxeology analysis that includes types of tasks (T), techniques (τ), technology (θ), and theory (Θ), this study examines the characteristics of tasks and techniques developed in 10th-grade mathematics textbooks in Indonesia. The analysis results show that the praxeology presented is unbalanced, with a dominance of procedural techniques and minimal explicitness of the technology and theory underlying the inequality concept. The concept of inequality is reduced to a procedural tool for ordering or symbolic modeling, while the epistemic foundations of the ordering property of real numbers and the conceptual distinction between equality and inequality are not presented as learning objects. From the perspective of didactic transposition, these findings indicate an epistemic impoverishment in the process of transforming scholarly knowledge into knowledge to be taught. This study contributes to the ATD literature and textbook studies by demonstrating how the absence of technology and theory in textbook praxeology potentially creates epistemological learning obstacles, and strengthens the argument for the need for a more balanced and reflective reconstruction of praxeology design in the teaching of inequality.References
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