Mathematical Representation Ability of Prospective Student Teacher in Resolving Transformation Geometry Problems Reviewed in Epistemology Aspect

Abstract

This study was conducted to describe the mathematical representation ability of prospective student-teachers based on visual indicators, mathematical expressions and written texts, and to analyze the epistemological aspects of prospective student teachers in completing transformation geometry. The research was descriptive with qualitative approach. The research subjects were 23 mathematics prospective teacher students of STKIP Singkawang. Data collection technique was in test, observation, interview and documentation form. The results of data analysis showed that the mathematical representation ability of prospective student teachers on visual indicators (50.92%), mathematical expressions (55.18%) and written texts (53.32%) are categorized as low overall. On the other hand, for the epistemology aspects, student teachers had difficulties in solving transformation geometry problems including 1 ) the difficulty in defining transformation geometry correctly and completely; 2) the difficulty in understanding and applying concepts; 3 in writing notation; 4) unable to work on the questions given with a complete procedure; 4) the difficulty in illustrating the questions presented in the in constructing evidence.