
Research Article
Prospective Math Teacher Students' Graphical Shape Thinking: Is it Static or Dynamic?
@INPROCEEDINGS{10.4108/eai.14-10-2024.2355505, author={Fikri Apriyono and Didik Sugeng Pambudi and Nurcholif Diah Sri Lestari and Kiswara Agung Santoso}, title={Prospective Math Teacher Students' Graphical Shape Thinking: Is it Static or Dynamic?}, proceedings={Proceedings of the 3rd Annual Conference of Islamic Education, ACIE 2024, 14-15 October 2024, Jember, East Java, Indonesia}, publisher={EAI}, proceedings_a={ACIE}, year={2025}, month={6}, keywords={graphical thinking mathematics education static and dynamic thinking prospective teachers graph interpretation}, doi={10.4108/eai.14-10-2024.2355505} }
- Fikri Apriyono
Didik Sugeng Pambudi
Nurcholif Diah Sri Lestari
Kiswara Agung Santoso
Year: 2025
Prospective Math Teacher Students' Graphical Shape Thinking: Is it Static or Dynamic?
ACIE
EAI
DOI: 10.4108/eai.14-10-2024.2355505
Abstract
Graphical reasoning is a fundamental skill in mathematics education, particularly for prospective teachers who must interpret and construct mathematical representations effectively. This study examines graphical thinking tendencies among prospective mathematics teachers, distinguishing between static and dynamic approaches. Using a mixed-methods approach, data were collected through quantitative surveys and qualitative interviews to analyze students' reasoning patterns. The findings reveal that while many students exhibit emergent dynamic thinking, a significant portion remains undecided, relying on visual structures rather than conceptual relationships between variables. The persistence of static reasoning suggests a need for pedagogical interventions to enhance students' transition toward dynamic graphical understanding. The study underscores the importance of inquiry-based learning, technology-enhanced graphing tools, and real-world applications in fostering deeper engagement with mathematical representations. Future research should explore longitudinal studies to assess the long-term impact of instructional strategies on graphical reasoning development.