Didactical design of learning mathematics in reducing students’ learning obstacles

Learning barriers are difficulties, obstacles, and everything that can slow or even frustrate students in achieving learning goals. In learning mathematics, most students experience learning barriers in learning mathematics in a meaningful way. This article reports the solution to the learning barriers experienced by students in the form of a well-designed and implemented didactic design. Mathematical didactic design is a mathematics learning design that is made through three stages. Based on the study of several references, we conclude that there are three phases in designing mathematics learning. The first stage is planning. At this planning stage, the teacher plans by conducting a Pedagogical Didactic Analysis, taking into account the didactic situation, pedagogical situation, learning barriers, content characteristics, differentiated instruction, and the learning trajectory to be applied. The learning trajectory that is built must contain abstractions, formulations, and validations for students learning mathematics. The second stage is to do. At this stage, the teacher applies the plan that has been made and performs a metapedadic analysis. Metapedadic analysis is flexible, coherent, and integrated, taking into account the created environment. The third phase is seeing. At this last stage, the teacher evaluates and reflects on the plans that have been implemented. In addition, the teacher creates a new design by applying the tacit pedagogical or didactic knowledge acquired in the second stage. Finally, the teacher designs a new didactic design to reduce students’ learning barriers to achieve learning objectives.