This study reconstructs a technology-assisted inclusive mathematics design for marginalized Indonesian children in Malaysian community learning centers, focusing on basic geometry (points, lines, planes, space, angles) while cultivating Indonesian identity. Using Didactical Design Research with an interpretive–critical stance at the prospective stage, we analyzed initial conditions via Brousseau’s TDS (action–formulation–validation–institutionalization), phenomenological accounts of teachers and students, content–epistemic analysis of geometry, and socio-cultural contexts; data came from participant observation, interviews, FGDs, diagnostic–formative assessments, and learning artifacts, with expert validation, triangulation, and member checking. Findings show highly heterogeneous multigrade classes, scarce resources, and a definition–notation–drill routine lacking manipulatives and institutionalization, yielding declarative, authority-dependent, and fragile understanding with minimal differentiation. The resulting hypothetical design revitalizes the didactic cycle through concrete activities (string, acetate, cube nets, protractors) linked to low-bandwidth digital representations (GeoGebra, micro-videos, interactive sheets), dual-evidence validation (visual/kinesthetic plus symbolic), public class summaries as collective memory, and multilevel differentiation for combined Grades IV–VI using a “remote lead instructor + local facilitator” model. Targeted outcomes include reduced key misconceptions, stronger conceptual understanding and confidence, consistent enactment, low operational cost, and ease of replication across WNI studios, with constraints (legality, volunteer variability, connectivity) mitigated via flexible scheduling, asynchronous/offline content, print packets, and periodic synchronization.
Rasid et al. (Sun,) studied this question.