<![CDATA[Despite increasing attention to algorithmic thinking in mathematics education, few studies have examined how students in mathematics education communicate algorithmic thinking processes when solving analytic geometry problems. This study aims to describe the ability of mathematics education students to communicate algorithmic thinking processes when solving parabola problems. A descriptive qualitative approach was employed, involving four mathematics education students who had taken the Analytical Geometry course as research subjects. Data were collected through Student Activity Sheets (SAS) and semi-structured interviews, then analyzed through data condensation, data display, and conclusion drawing and verification. Data validity was ensured through methodological triangulation. The findings revealed substantial variation in students' ability to communicate algorithmic thinking processes, ranging from very good to low levels. The findings highlight the importance of strengthening conceptual understanding in analytic geometry instruction to support students' algorithmic reasoning and mathematical communication. Students with strong conceptual understanding tend to communicate each step of the solution clearly and logically, whereas students who rely solely on memorization struggle with problems that require algorithmic reasoning.]]>
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