Prospective Teacher’s Visual Geometric Perceptions of Problem Solving

Abstract

This study was intended to describe the geometric visual perception of prospective teachers in problem-solving. The research subjects consisted of three people who were selected from 33 prospective teachers based on the differences in the answers given. The results showed that in visual perception, prospective teachers with middle mathematics skill followed the continuous perceptual theory. However, prospective teachers with high and low mathematics skill had different visual perceptions with constant perceptual theory. In solving these two questions, prospective teacher with middle mathematics skill tended to have the same perception. But prospective teachers with high and low mathematics skills had different visual perceptions. Projected in the visualization of the answer to question number 2, subject with high mathematics skills added a new point to build a new rectangle that was used to obtain supporting information in finding the value asked by the question. Likewise, the prospective teacher with low mathematics skills showed that the visual perception was line length being sought, resulting in addition and subtraction operations in line segments.