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July 31, 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 exploration identifies cognitive obstacles in preservice teachers learning geometric transformations, suggesting limited formal reasoning development.

Key Points

  • Participants struggled with formal reasoning, predominantly exhibiting personalization and contextualization in their thinking experiences.
  • Qualitative data from 24 preservice mathematics teachers revealed seven key themes in their learning of geometric transformations.
  • Thematic analysis involved a four-stage phenomenological design, focusing on participant experiences and identifying thinking categories.
  • Insights from interviews highlight cognitive obstacles faced by preservice teachers in developing formal mathematical reasoning.

Cite This Study

Maifa et al. (2025) studied this question.

synapsesocial.com/papers/68af2d76cf1dd9ea359e53a4https://doi.org/10.32938/jpm.v7i1.9662
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Also Consider

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  1. 1Advancing future mathematics teachers' geometric thinking through a Van Hiele-based elementary geometry course2025 · 1 citations
  2. 2Preservice Mathematics Teachers’ Discourse on Proof-Based Teaching in an Online Discussion Forum2025
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  4. 4Algebraic thinking in the early years of elementary school: reflections necessary for teacher education from the perspective of the theory of objectification2025
  5. 5Mathematics Student Teachers’ Conception of Learning Mathematics2025