<![CDATA[Problem-solving in school geometry is one of the indispensable abilities for prospective mathematics teachers as a provision for their future careers. This research aims to investigate learning and teaching processes on problem-solving in school geometry and its corresponding impact on prospective mathematics teachers’ abilities. To investigate this, we conducted a qualitative case study in the form of online classroom observations and their corresponding written assessment for the case of problem-solving in school geometry, involving 47 mathematics education students (20-21 years old) in one of the universities in Indonesia. The results of this study showed that the learning and teaching processes are implemented through the use of a combination of deductive and inductive teaching approaches in which students contribute actively to problem-solving activities. From written student work, we found various solution strategies and conceptual difficulties in solving school geometry problems. We conclude that the use of the deductive and inductive approaches has influenced students’ ability and creativity in solving geometry problems. This implies that the combination of the teaching approach has contributed to the development of prospective mathematics teachers’ ability in dealing with non-routine geometry problems.]]>
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