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Syarifah Fadilah
Universitas PGRI Pontianak
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The thinking processes of prospective mathematics teachers in reversibly translating nets into geometric shapes Sandie, Sandie; Fadillah, Syarifah; Risalah, Dewi; Nuryadin, Al-Iman
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1102

Abstract

Background: Spatial reasoning is a fundamental component of geometry learning, particularly in translating between two-dimensional nets and three-dimensional geometric shapes. For prospective mathematics teachers, the ability to perform such spatial translations is essential because it influences conceptual understanding and future instructional practices. However, correct answers in spatial tasks do not always indicate genuine conceptual understanding. Aims: This study aims to explore and describe the thinking processes of prospective mathematics teachers when translating spatial representations, specifically from nets to geometric shapes and from geometric shapes to nets. The scope focuses on identifying qualitative characteristics of their thinking processes in spatial translation tasks. Methods: This research employed a qualitative approach involving 12 prospective mathematics teachers enrolled in the Mathematics Education Study Program, Faculty of Mathematics, Natural Sciences, and Technology, Universitas PGRI Pontianak. Participants were selected using purposive sampling. Data were collected through spatial translation tasks followed by semi-structured interviews. Interview data were audio-recorded, transcribed verbatim, and analyzed qualitatively to identify patterns in participants’ thinking processes. Result: The findings revealed five distinct characteristics of thinking processes: (1) correct and understanding the concept, (2) correct but not understanding the concept, (3) correct through reflection, (4) wrong but understanding the concept, and (5) wrong and not understanding the concept. The results indicate that answer correctness does not necessarily reflect conceptual understanding, and that reflection plays a crucial role in reconstructing spatial concepts. Conclusion: This study emphasizes the importance of conceptual understanding and reflective thinking in geometry instruction and provides insights for mathematics teacher education programs in designing learning experiences that develop prospective teachers’ spatial reasoning skills.
Co-Authors Abdillah Abdillah Aisyah Angjeliana Nogo Tolok Arif Wahyudinata Belia Andara Dada Suhaida Dava Sabila Dian Asta Ekowaty Muku Dwi Fajar Saputri Dwi Oktaviana Eka Kasah Gordah Fajriah Fajriah, Fajriah Firanti, Firanti Gasila, Yesi Gordah, Eka Kasah Hartono Henry Maksum, Henry Herawati Januar Ningsih Hodiyanto, Hodiyanto I, Ignasius Jamilah Jamilah Jamilah Julius Triatmojo Mai Yuliastri Simarmata Marhadi Saputro Melinda, Anastasia Mira Sandra Muchtadi Muchtadi Muchtadi, Muchtadi Muku, Dian Asta Ekowaty Mutmainah, M N Nurhayati Nadila Nadila Nurfadilah, Desi Nurhayati Nurhayati Nurmaningsih Nurmaningsih Nurmaningsih, Nurmaningsih Nurussaniah Nurussaniah Nurwijayanti Nuryadin, Al-Iman Rahman Haryadi Rahman Haryadi Rahman Haryadi, Rahman Rini Agustina Riris Wulandari Riris Wulandari Risalah, Dewi Safuan Safuan Salamah, Nur Sandie Sandie Sandie Sumalinda, Lydia Susanti, Evin Syumneri Syumneri Titin Suryani Utin Desy Susiaty Virnia, Virnia Dwi Rahmawati Wahyu, Kristina Wahyudi Wahyudi Wiwit Yadi Ardiawan Yesi Gasila Yudi Darma