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- W4313271024 abstract "The concept of sets in school mathematics and university mathematics is the result of the transition process from scholarly knowledge (SK) to learned knowledge (LK). This SK describes the formal concept definition (FCD) of a mathematical concept. Meanwhile, from the LK, we can get a picture of the student's concept image (CI). This research was presented to reveal the phenomenon of zone of concept differences between student's CI and FCD as the impact of knowledge transposition on the sets concept. This research was a qualitative research using an interpretive phenomenology approach. 28 seventh grade junior high school students, 30 first semester students, one seventh grade mathematics teacher and one lecturer in set theory and function courses. The findings of this study indicated that there was zone of differences between student's CI and FCD in some sets concept, namely the definition of set, cardinality, and subset. While the material for element of set and empty set did not find any zone of concept differences. This zone of concept differences was due to the zone of differences between concept definitions (CD 1 and CD 2) as illustrated by knowledge to be taught (KT) and taught knowledge (TK) with FCD. Tt can be seen from the incompleteness of the material presented in both KT and TK. Thus, based on the results of the study, it can be concluded that the zone of concept differences did not only occur between student's CI and FCD, but also occur between CD and FCD." @default.
- W4313271024 created "2023-01-06" @default.
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- W4313271024 date "2022-01-01" @default.
- W4313271024 modified "2023-10-12" @default.
- W4313271024 title "Transposition of sets concept: Zone of differences between student's concept image and formal concept definition" @default.
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- W4313271024 doi "https://doi.org/10.1063/5.0102637" @default.
- W4313271024 hasPublicationYear "2022" @default.
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