A praxeological analysis of functions in lower secondary school: Comparing the textbooks in Japan and Indonesia
Nadya Syifa Utami 1 , Tatsuya Mizoguchi 2 , Sufyani Prabawanto 1 * , Didi Suryadi 1
More Detail
1 Department of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, INDONESIA2 Department of Education, Faculty of Regional Sciences, Tottori University, Tottori, JAPAN* Corresponding Author

Abstract

This study undertakes a comparative analysis of the learning of functions in Japanese and Indonesian curricula. Using praxeology, a primary construct of the anthropological theory of the didactic, this study analyzed how functions are approached in both countries’ school mathematics textbooks. The analysis results revealed a noteworthy contrast: while the Japanese textbooks predominantly define functions as relationships between changing quantities, Indonesians are heavily influenced by mapping elements between two sets. These findings were further explained by how the two countries’ knowledge of functions is adapted. In Japan, the notion of functions evolved from proportions, commencing with the modelling of proportional relationships. In contrast, Indonesian textbooks derive functions from relations, with both concepts are introduced after set theory. This study extended its discussion upon the implication of these findings, suggesting an alternative praxeological model for inquiry-based learning about functions.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 20, Issue 2, May 2025, Article No: em0814

https://doi.org/10.29333/iejme/15818

Publication date: 01 Apr 2025

Online publication date: 02 Jan 2025

Article Views: 392

Article Downloads: 96

Open Access References How to cite this article