<![CDATA[Understanding cognitive styles is crucial in mathematics teacher education as future teachers are expected to demonstrate accurate and systematic problem-solving skills. However, previous studies on impulsive and reflective cognitive styles have mainly focused on school students and general mathematics contexts, while research involving pre-service mathematics teachers in analytic plane geometry remains limited. In addition, little attention has been given to how these cognitive styles influence each stage of problem solving, creating an important research gap in mathematics teacher education. Therefore, this study aims to describe the characteristics of impulsive and reflective pre-service mathematics teachers in solving analytic plane geometry problems based on problem-solving stages. The novelty of this study lies in examining cognitive style differences among pre-service teachers specifically in analytic plane geometry and across each stage of problem solving. This study employed a descriptive qualitative approach involving Mathematics Education students selected using the Matching Familiar Figure Test (MFFT). Data were collected through an analytic plane geometry problem-solving test and semi-structured interviews and analyzed using data reduction, data display, and conclusion drawing. The findings show that impulsive pre-service teachers tend to respond quickly but with lower accuracy, especially in understanding problems and evaluating results, whereas reflective pre-service teachers demonstrate higher accuracy, careful reasoning, and systematic strategies throughout all problem-solving stages. Theoretically, these findings enrich the literature on cognitive styles in mathematics education by extending their application to pre-service teacher contexts and analytic geometry learning. Practically, the results highlight the importance of differentiated instruction to accommodate diverse cognitive characteristics in mathematics teacher education.]]>
