Analytic Geometry Problems Are Completed by Symbolic Visualization of Representation: A Case of a Future Teacher

Abstract

One of the most important fundamental mathematical concepts for both students and teachers is mathematical representation. This study uses a qualitative method with a case study approach to examine aspiring teachers use visual and symbolic representations when addressing geometry problems. The participants in this study were 27 pre-service teachers from Indonesian Christian University (UKI) Toraja who were in their fourth semester. The processes of data reduction, data presentation, conclusion-making, and verification were applied to the data. The results of this study demonstrated that the pre-service teachers still lacked as they were provided inaccurate and non-detailed representations in symbolic imagery. Even though the responses are only half correct, the teachers with average academic competence have a semi-detailed symbolic visualization of capturing good visualization skills. Students with strong academic aptitudes have detailed representations in their symbolic representations, as well as great visual and symbolic representation skills. In order to assist students in teaching and studying geometry and resolve difficulties requiring mathematical expressions, pre-service teachers should have strong visual and symbolic representation skills.