Praxeological analysis of linear algebra content presentation: A case study of Indonesian mathematics textbooks
Kuncoro K.S., Wijayanti D., Trisniawati, Agustito D., Kusumaningrum B., Sukiyanto
Abstract
Textbooks play a critical role in shaping students’ understanding of algebra. This study aims to evaluate the representation of two-variable linear equation systems in grade 8 mathematics textbooks through a practical approach. Using praxeological analysis based on the anthropological theory of the didactic, the research examines tasks (Ｔ), techniques (t), technologies (<inf>0</inf>), and theories (<inf>o</inf>) in textbook content. A reference epistemological model is employed to map the transition from one-variable to multi-variable linear equations. The findings reveal that while textbooks effectively introduce concepts and support procedural problem-solving, they often neglect deeper conceptual understanding. This gap may lead to students developing a limited procedural focus and encountering epistemological and didactic learning obstacles. The study concludes that textbooks should integrate not only techniques but also the underlying technology and theory to foster meaningful learning. The research contributes a framework for textbook analysis and offers recommendations to improve algebra content delivery in schools.
Curriculum Resources and Textbooks in Mathematics Education
Algebra Teaching and Learning
Anthropological Theory of the Didactic (ATD)
Anthropological Theory of the Didactic (ATD)
Didactic Contract in Mathematics Education
Analysis of algebraic problems intended for elementary graders in Finland, Indonesia, Malaysia, Singapore, and Taiwan
Sianturi I.A.J., Yang D.-C.
Difficulties in learning and teaching algebra: Mathematics teacher's view
Jupri A., Wojongan S.
Mathematical practice in textbooks analysis: Praxeological reference models, the case of proportion
Wijayanti D., Winslow C., Wijayanti D., Winslow C.
Factors Affecting the Use of Digital Mathematics Textbooks in Indonesia
Houghton T., Lavicza Z., Weinhandl R., Wijaya T.T., Yusop F.D., Zhou Y.
Mathematics education research on algebra over the last two decades: quo vadis?
Beste M.-L., Bitzenbauer P., Greinert F., Kindervater M., Krause M., Straulino M., Veith J.M.
