Abstract
The key to the success of a prospective teacher in conducting teaching practices is the didactic situation that is built. If the first step is successful, then the learning process will go well. This study aims was to analyse the mathematical didactic situation built by prospective teacher based on its learning trajectories. This research was a descriptive qualitative study, with the subject of the study being 3 prospective teacher students who have been practicing teaching in class in PPL activities or taking data for their final project. Data was generated from learning documents, Teacher’s books, and interviews with subjects. The results of the study indicate that there were criteria’s for the resulting didactical mathematics situations, as well as the presence of obstacles in lectures. It was recommended to conduct research to build meaning and build new designs that encourage prospective teacher students to build constructive mathematical didactic situations.
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