<![CDATA[Mathematics textbooks function as primary didactic artifacts that shape the organization of mathematical knowledge in classroom settings. This study aims to analyze the praxeological organization of the Pythagorean Theorem content in a Grade VIII mathematics textbook for lower secondary education under the Kurikulum Merdeka, the analyzed textbook is Matematika untuk SMP/MTs Kelas VIII (Semester 2), published by Kemendikbudristek (ISBN 978-602-427-919-6); the analysis focused on Chapter 2 (The Pythagorean Theorem, pp. 46–96) using the framework of the Anthropological Theory of the Didactic developed by Yves Chevallard. The research employs a qualitative content analysis method, with units of analysis consisting of task types (T), techniques (τ), technology (θ), and theory (Θ) identified across five subchapters of the Pythagorean Theorem. The findings reveal 28 task types organized into eight scaffolding stages, with a significant dominance of the praxis block over the logos block. Based on descriptive coding of task categories (not statistical analysis), approximately 70 percent of the tasks are procedural and computational in nature, while only 15 percent require reasoning and proof. The technology (θ) that justifies techniques is predominantly implicit, and the theory (Θ) that legitimizes the technology is entirely absent in explicit form. Further analysis identifies 16 potential learning obstacles, including epistemological, didactic, and ontogenetic obstacles. These findings suggest the need to strengthen the logos block through the inclusion of alternative proofs, explicit justification of techniques, and diversification of task types to support the development of students’ relational understanding. This study contributes to a deeper understanding of how didactic transposition shapes praxeological organization in textbooks and its implications for the quality of mathematics learning.]]>
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