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September 10, 2025RANGE Jurnal Pendidikan Matematika

Exploring the Thinking Experiences of Preservice Mathematics Teachers in Learning Geometric Transformation Proofs

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Authors

TMTalisadika S. MaifaDSDidi SuryadiSFSiti Fatimah

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Overview

Qualitative analysis reveals how preservice mathematics teachers experience geometric transformation proofs, indicating cognitive obstacles in reasoning.

Key Points

  • Thinking experiences of preservice mathematics teachers were primarily at the stages of personalization and contextualization.
  • Data analysis identified seven key themes reflecting the thought processes of 24 preservice mathematics teachers in learning proofs.
  • A qualitative phenomenological design involved written tasks and in-depth interviews to gather participants' experiences.
  • Findings highlight the need for further studies to explore cognitive obstacles in reasoning through classroom observations.

Cite This Study

Maifa et al. (2025) studied this question.

synapsesocial.com/papers/68c1c9dd54b1d3bfb60f2e7chttps://doi.org/10.32938/jpm.v7i1.9662
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