Zetra Hainul Putra, Dahnilsyah Dahnilsyah, Ayman Aljarrah


Mathematical and didactic knowledge presented in mathematics textbooks and other resources, like mathematics comics (MCs), needs to be evaluated from a lens of appropriate theoretical framework in mathematics education before it can be used as a medium for teaching and learning mathematics.Therefore, this study investigates mathematical and didactic competencies that were reflected in MCs designed by pre-service elementary teachers. The framework for analysing mathematical knowledge embedded in these MCs is based on the Anthropological Theory of the Didactic, specifically a praxeology. This study utilized a content analysis technique within a qualitative approach. Thirteen MCs were analysed using a praxeological analysis; the type of task and techniques (praxis block) as well as the possible technology and theory (logos block). The findings demonstrate that the mathematical praxeologies embedded in MCs belong to five mathematical domains, namely numbers and operations; number theory; fractions, decimals, and percentages; ratio and proportion; as well as measurement. Additionally, the analysis revealed that seven of these MCs were related to a single domain, while the others belong to two or three mathematical domains. Concerning the mathematical praxeologies, most of MCs focus on presenting the practical blocks, the type of task and the techniques, while only a few could provide the theoretical lens to justify the practical blocks.


A Type of Task; Logos; Mathematics Comics; Praxeological Analysis; Techniques

Full Text:



Abdullah, A. H., & Shin, B. (2019). A comparative study of quadrilaterals topic content in mathematics textbooks between Malaysia and South Korea. Journal on Mathematics Education, 10(3), 315–340. https://doi.org/10.22342/jme.10.3.7572.315-340

Ardiansyah, I., & Setyadi, D. I. (2014). Perancangan buku komik matematika khusus siswa kelas IV dengan konsep Magic of Maths. Jurnal Sains Dan Seni Pomits, 3(1), 24–27. https://doi.org/10.12962/j23373520.v3i2.8036

As'ari, A. R., Kurniati, D., & Subanji, S. (2019). Teachers' expectations of students' thinking processes in written works: A survey of teachers' readiness to make thinking visible. Journal on Mathematics Education, 10(3), 409–424. https://doi.org/10.22342/jme.10.3.7978.409-424

Barquero, B., & Bosch, M. (2015). Didactic Engineering as a Research Methodology : From Fundamental Situations to Study and Research Paths. 249–272. https://doi.org/10.1007/978-3-319-09629-2

Chevallard, Y. (2006). Steps towards a new epistemology in mathematics education. In M. Bosch (Ed.), Proceedings of the IV Congress of the European Society for Research in Mathematics Education (pp. 21–30). La Pensée Sauvage.

Cohan, L., Manion, L., & Morrison, K. (2007). Research methods in education (Sixth Edit). Routledge.

Cooper, B., & Harries, T. (2002). Children’s Responses to Contrasting `Realistic’ Mathematics Problems: Just how realistic are children ready to be? Educational Studies in Mathematics, 49, 1–23. https://doi.org/https://doi.org/10.1023/A:1016013332659

Hidayah, M., & Forgasz, H. (2020). A comparison of mathematical tasks types used in Indonesian and Australian textbooks based on geometry contents. Journal on Mathematics Education, 11(3), 385–404. https://doi.org/10.22342/jme.11.3.11754.385-404

Indaryati, I., & Jailani, J. (2015). Pengembangan media komik pembelajaran matematika meningkatkan motivasi dan prestasi belajar siswa kelas V. Jurnal Prima Edukasia, 3(1), 84–96. https://doi.org/10.21831/JPE.V3I1.4067

Kurniati, L. (2017). Pembelajaran kontekstual open ended problem solving dengan komik matematika untuk meningkatkan keterampilan pemecahan masalah. Medives, 1(1), 34–41. http://e-journal.ivet.ac.id/index.php/matematika/article/view/455

Miyakawa, T. (2017). Comparative analysis on the nature of proof to be taught in geometry : the cases of French and Japanese lower secondary schools. Educational Studies in Mathematics, 94, 37–54. https://doi.org/10.1007/s10649-016-9711-x

Negara, H. S. (2014). Penggunaan komik sebagai media pembelajaran terhadap upaya meningkatkan minat matematika siswa Sekolah Dasar (SD/MI). Terampil, 3(3), 66–76. https://doi.org/https://doi.org/10.24042/terampil.v1i2.1319

Novita, R., & Putra, M. (2016). Using tasks like PISA'S problem to support students' creativity in mathematics. Journal on Mathematics Education, 7(1), 33–44. https://doi.org/10.22342/jme.7.1.2815.31-42

Pepin, B., & Haggarty, L. (2001). Mathematics textbooks and their use in English, French and German classrooms: ZDM Mathematics Education, 33(5), 158–175. https://doi.org/10.1007/BF02656616

Putra, Z. H. (2019). Praxeological Change and the Density of Rational Numbers: The Case of Pre-service Teachers in Denmark and Indonesia. EURASIA Journal of Mathematics, Science and Technology Education, 15(5), 1–15. https://doi.org/10.29333/ejmste/105867

Putra, Z. H. (2020). Didactic Transposition of Rational Numbers: a Case From a Textbook Analysis and Prospective Elementary Teachers’ Mathematical and Didactic Knowledge. Journal of Elementary Education, 13(4), 365–394. https://doi.org/10.18690/rei.13.4.365-394.2020

Putra, Z. H., & Winsløw, C. (2018). Teachers' collective knowledge: The case of equivalent fractions. In R. Johar, C. Morina, Anwar, Mailizar, Elizar, C. Khairunnisak, R. C. I. Prahmana, W. Artika, L. Vitoria, L. Khairi, S. Maulana, & M. Ulfa (Eds.), Proceedings of the 6th South East Asia Design Research International Conference (6th SEA-DR IC) (Vol. 1088, pp. 1–6). Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1088/1/012003

Putra, Z. H., Witri, G., & Syahrilfuddin, S. (2020). Mathematical literacy in pre-service teacher-designed mathematics picture books. Presented in ICME 14 in Shanghai, China.

Quiroz, S., & Rodríguez, R. (2015). Análisis de praxeologías de modelación matemática en libros de texto de educación primaria. Educación Matemática, 27(3), 45–79.

Rasmussen, K. (2016). Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection. Journal of Mathematics Teacher Education, 19(4), 301–324. https://doi.org/10.1007/s10857-015-9299-6

Suh, J., & Seshaiyer, P. (2013). Front Matter. Mathematics Teaching in the Middle School, 19(3), 129-133. https://doi.org/10.5951/mathteacmiddscho.19.3.fm

Toh, T. L., Cheng, L. P., Ho, S. Y., Jiang, H., & Lim, K. M. (2017). Use of comics to enhance students' learning for the development of the twenty-first-century competencies in the mathematics classroom. Asia Pacific Journal of Education, 37(4), 437–452. https://doi.org/10.1080/02188791.2017.1339344

van den Heuvel-Panhuizen, M., & Elia, I. (2011). Kindergartners’ performance in length measurement and the effect of picture book reading. ZDM Mathematics Education, 43(5), 621–635. https://doi.org/10.1007/s11858-011-0331-8

van den Heuvel-Panhuizen, M., & Elia, I. (2012). Developing a framework for the evaluation of picturebooks that support kindergartners’ learning of mathematics. Research in Mathematics Education, 14(1), 17–47. https://doi.org/10.1080/14794802.2012.657437

van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2016). Effects of reading picture books on kindergartners’ mathematics performance. Educational Psychology, 36(2), 323–346. https://doi.org/10.1080/01443410.2014.963029

van den Heuvel-Panhuizen, M., & van den Boogaard, S. (2008). Picture Books as an Impetus for Kindergartners’ Mathematical Thinking. Mathematical Thinking and Learning, 10, 341–373. https://doi.org/10.1080/10986060802425539

Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational Studies in Mathematics, 89, 41–65. https://doi.org/10.1007/s10649-015-9595-1

Wijayanti, D., & Winsløw, C. (2017). Mathematical practice in textbooks analysis: Praxeological reference models, the case of proportion. Journal of Research in Mathematics Education, 6(3), 307–330. https://doi.org/10.17583/redimat.2017.2078

Winsløw, C., Barquero, B., De Vleeschouwer, M., & Hardy, N. (2014). An institutional approach to university mathematics education: From dual vector spaces to questioning the world. Research in Mathematics Education, 16(2), 95–111. https://doi.org/10.1080/14794802.2014.918345

DOI: https://doi.org/10.22342/jme.12.3.14143.563-580


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Journal on Mathematics Education
Doctoral Program on Mathematics Education
Faculty of Teacher Training and Education, Universitas Sriwijaya
Kampus FKIP Bukit Besar
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139
email: jme@unsri.ac.id

p-ISSN: 2087-8885 | e-ISSN: 2407-0610

Creative Commons License
Journal on Mathematics Education (JME) is licensed under a Creative Commons Attribution 4.0 International License.

View My Stats