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A study conducted to analyze the didactic transposition process on the concept of central angle and circumferential angle in junior high school. This research is a hermeneutic phenomenology research. Geometry textbooks, the 2013 curriculum and junior high school mathematics textbooks analyzed were the data sources in this study. Descriptive analysis is used to analyze the didactic transposition process. The results of this study indicate that there is no structural change in the concept of the central angle and the circumferential angle from scholarly mathematics to school mathematics. But there is a change in form in the concept of the central angle and the circumferential angle from scholarly mathematics to school mathematics. In school mathematics, the concepts presented are contextual, concrete and simple. While in scholarly mathematics, the concepts presented are abstract. This change in form adjusts the level of cognitive development of students.