Proceedings of the 2nd UPY International Conference on Education and Social Science (UPINCESS 2023)

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Hypothetical Learning Trajectory Based on Theory of Didactical Situation: An Initial Learning Trajectory Design to Enhance Mathematical Creativity and Resilience

Authors
Abdul Aziz Saefudin1, 2, *, Ariyadi Wijaya1, Siti Irene Astuti Dwiningrum1
1Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
2Universitas PGRI Yogyakarta, Yogyakarta, Indonesia
*Corresponding author. Email: aziz@upy.ac.id
Corresponding Author
Abdul Aziz Saefudin
Available Online 31 December 2023.
DOI
10.2991/978-2-38476-176-0_25How to use a DOI?
Keywords
Hypothetical Learning Trajectory; Theory of Didactical Situation; Mathematical Creativity; Mathematical Resilience
Abstract

The aim of this study was to formulate an initial Hypothetical Learning Trajectory (HLT) aimed at fostering the growth of mathematical creativity and resilience. During the design process, researchers implement the Theory of Didactical Situations, which includes specific phases including action situations, formulation situations, validation situations, and institutionalization situations. This article shows the results of a prospective analysis conducted as a first step in the implementation of the Didactical Design Research (DDR) approach. The findings of this study suggest that the enhancement of HLT can be achieved by employing the principles of didactic scenario theory, which involves three primary activities. These activities involve involving in solving of open-ended mathematical problems namely solving open-ended math problems with many correct answers (fluency) (activity 1), many correct solutions (flexibility) (activity 2), and correct novelty solutions (originality) (activity 3), as well as predicting student responses and anticipating responses. The researchers expect that the findings of this study can be advanced and substantiated through a pilot experiment conducted in the field.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 2nd UPY International Conference on Education and Social Science (UPINCESS 2023)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
31 December 2023
ISBN
10.2991/978-2-38476-176-0_25
ISSN
2352-5398
DOI
10.2991/978-2-38476-176-0_25How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Abdul Aziz Saefudin
AU  - Ariyadi Wijaya
AU  - Siti Irene Astuti Dwiningrum
PY  - 2023
DA  - 2023/12/31
TI  - Hypothetical Learning Trajectory Based on Theory of Didactical Situation: An Initial Learning Trajectory Design to Enhance Mathematical Creativity and Resilience
BT  - Proceedings of the 2nd UPY International Conference on Education and Social Science (UPINCESS 2023)
PB  - Atlantis Press
SP  - 169
EP  - 175
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-176-0_25
DO  - 10.2991/978-2-38476-176-0_25
ID  - Saefudin2023
ER  -