Susanah, Evangelista Lus Windyana Palupi, Dini Kinati Fardah
Geometry courses for prospective mathematics teachers, there are still some students who have difficulty solving geometry-proof problems and communicating their solutions. This study aims to describe the mathematical communication profiles of prospective teacher students in solving proof problems in Geometry. The subjects in this study were three undergraduate students of mathematics education who were programming the geometry course, each of whom had high, medium, and low mathematical communication ability. The instruments in this study were the researchers themselves and the proof problem sheet which contained 3 proof problems. Data were analyzed through data reduction techniques, data presentation, and drawing conclusions or data verification. The results showed that students with high written mathematical communication skills wrote down the steps to solving problems (understanding the problem, carrying out the plan, looking back) completely and fluently. Symbols are written and used correctly. Irregularities are encountered only in a small number of steps in carrying out the plan and include errors, incomplete reasons, or unclear geometric objects in question. Students with moderate mathematical communication skills communicate their answers quite fluently, with 1-2 scribbles, but show more inaccuracies in terms of steps, reasons, and symbols than students with high written mathematical communication skills. Found inaccuracy in the use of symbols, the use of inappropriate reasons, and steps that are not appropriate and incomplete. Students with low mathematical communication skills do not communicate answers smoothly (lots of scribbles), and the answers given are incomplete and inaccurate both in the steps taken and the reasons that accompany these steps. © 2025 Author(s).
Department of Mathematics Education, Universitas Negeri Surabaya, Jl. Lidah Wetan, Jawa Timur, Surabaya, 60213, Indonesia
