Transposition of a sphere’s volume based on didactic phenomena

Abstract

Concerns about mathematics learning are rarely associated with life contexts, giving ideas to teachers and researchers developing didactic phenomenon-based learning. Didactic phenomenology is defined as a bridge to study mathematical concepts. Unfortunately, the use of didactic phenomena still leaves problems when formalizing the idea, including the concept of spherical volume. The qualitative method was chosen with a didactic phenomenological design, to explore the transposition of spherical volume construction, to strengthen the results of didactic phenomena based learning. By utilizing didactic phenomena and assuming students know the surface area of the sphere informally, the spherical volume can show. Formally with the concept of the volume of a rotating object and double integrals can be proven the volume of the sphere. With the idea of vector and limit the surface area and volume of the sphere can be determined as students know it. Further studies need to do regarding research collaboration mechanisms that involve teachers and academics so that the efforts of teachers in utilizing various didactic phenomena have a foundation of thinking that can be scientifically justified.