ANALYZING PHENOMENA OF TEACHING MATHEMATICS TROUGH PERSPECTIVE OF DIDACTICAL CONTRACT
Nyiayu Fahriza Fuadiah Pascasarjana Pendidikan Matematika Universitas Pendidikan Indonesia/Universitas PGRI Palembang fahrizafuadiah@student.upi.edu
ABSTRACT
This article is a theoretical study of the didactical contract and the application of this theory in teaching analysis, especially the teaching mathematics. Didactical contract is an indispensable subject in the Theory of Didactical Situation. The Didactical contract regulates the responsibilities of teachers and students in a lesson that is supported by a didactic situation to achieve the learning objectives and link the process of adaptation and acculturation. The process of devolution and institutionalization was then introduced to relate the dimensions of acculturation and adaptation of educational endeavor even though they were under the responsibility of the teacher. This contract is an excellent means for teachers in communicating with students in accordance with the achievement of learning at the time. The type and level in the didactical contract can be used as a theoretical framework in identifying teaching mathematics so that the quality of mathematics teaching activities in the classroom can be improved in the future
Key Words: Didactical contract didactical situations teaching mathematics
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