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Didactic transposition is the process of transposing knowledge from reconstructed knowledge to knowledge that is organized and taught in the classroom. The method is critical to ensuring that there are no gaps or misconceptions between student knowledge and scholarly knowledge. Given the significance of didactic transposition, particularly of learnt knowledge, a qualitative study using phenomenology as the design was carried out to ascertain the concept images of undergraduate students. This study focused on how undergraduate students conceptualized the idea of angles formed by a transversal. Nine undergraduate students in one of public universities in Aceh were given two questions. The result showed that six students have wrong concept image. They think that pair of angles will be formed if two parallel lines cut by a transversal, even though that's not entirely true. This result indicates that there was epistemological learning obstacle. Based on these findings, it is recommended that more processes of didactic transposition be revealed in order to determine the origins of these obstacle. Thus, alternative learning designs can be created to overcome this problem.

angles formed by a transversal; concept image; didactic transposition; geometry; learned knowledge