Christina Khaidir, Ahmad Fauzan, Arnellis, Mega Iswari, Syafriandi
This study examines the process of didactic transposition in teaching the concept of definite integrals within the Mathematics Education program. Utilizing a Didactical Design Research (DDR) approach, the research analyzes the curriculum, textbooks, and teaching processes, as well as identifies the learning barriers faced by students through written tests and interviews. The results indicate that although the concept of definite integrals is taught using a conceptual approach, students still encounter difficulties in understanding fundamental concepts such as sigma notation and the calculus theorem. Epistemological barriers arise from misunderstandings of integrals in both formal contexts and everyday experiences. The study recommends strengthening learning through methods that integrate formal concepts and enhance the connections between mathematical concepts and practical applications. © 2026 Author(s).
Education Science Doctoral Program, Universitas Negeri Padang, Padang, Indonesia; Department of Mathematics, Universitas Negeri Padang, Padang, Indonesia; Pascasarjana, Universitas Negeri Padang, Padang, Indonesia; Department of Statistics, Universitas Negeri Padang, Padang, Indonesia
