Conquering IMO Problems in Brazil by Recognizing the Didactic Situation, Mathematics Teachers Must Know!

Paulo Vitor da Silva Santiago; Rani Darmayanti; Rahmad Sugianto

doi:10.61650/alj.v1i2.60

Authors

Paulo Vitor da Silva Santiago Federal University of Ceara - UFC, Brazil
Rani Darmayanti Yayasan Assyfa Learning Centre Pasuruan, East Java, Indonesia
Rahmad Sugianto SMA Wachid Hasyim 2 Taman, Sidoarjo, East Java, Indonesia

https://doi.org/10.61650/alj.v1i2.60

Keywords:

Didactic Situation Theory, GeoGebra, IMO, Mathematics Teaching

Abstract

Siswa Brasil, berkat kepiawaiannya dalam menaklukkan melalui strategi dan teknik dalam memecahkan masalah dalam soal, telah membuat mereka terkenal di International Mathematical Olympiad (IMO). Ini mengakibatkan keikutsertaannya dalam berbagai kompetisi dengan penghargaan seperti medali dan sebutan kehormatan. Karya ini bertujuan untuk menyajikan guru matematika dengan Situasi Didaktik Olimpiade internasional untuk mengajar di sekitar segitiga apa pun dengan dukungan perangkat lunak GeoGebra. Untuk itu Rekayasa Didaktik digunakan sebagai jalur metodologis dalam empat fase (analisis pendahuluan, desain dan analisis apriori, eksperimentasi, estimasi posteriori, dan formulasi) dan diorganisasikan ke dalam empat tahap Teori Situasi Didaktik. Akhirnya, seseorang dapat menyimpulkan hubungan dalam bidang epistemik matematika dari model yang dibangun dengan alat GeoGebra melalui pengetahuan representasi geometrisnya ketika mempertimbangkan penyisipan titik-titik penting dari sebuah segitiga. Selain itu, perlu disebutkan bahwa Circumcenter Teaching dibahas dalam pengalaman didaktis selama pandemi Covid-19 melalui proposisi tentang Olimpiade. Dan dapat dipahami bahwa Rekayasa Didaktik berdasarkan Teori Situasi Didaktik memungkinkan transposisi didaktis model matematika non-trivial.

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