PROFILE OF MATHEMATICAL REPRESENTATION ABILITY OF PROSPECTIVE MATHEMATICS TEACHERS VIEWED FROM THE COGNITIVE STYLE
Mathematical representation ability is needed to solve various simple and complex mathematical problems. In solving representation problems, individuals who learn have different ways of thinking. This different way of learning depends on the cognitive processes of the individual. Cognitive style is an important aspect that plays a role in supporting mathematical thinking processes when solving mathematical problems in everyday life. Individuals with a field-independent cognitive style (FI) tend to be strong in reasoning and able to learn independently to increase their knowledge. This study aims to obtain a profile of the mathematical representation ability of prospective mathematics teachers based on field-independent cognitive style (FI). This research uses a descriptive qualitative method. The data obtained is based on the results of questionnaires, tests, and interviews. The results of the cognitive style test using the GEFT test were analyzed, and then three informants were selected in the high, medium, and low categories. The results showed that individuals with a high category FI cognitive style were not able to fully represent the meaning of mathematical problems. Individuals with a moderate category FI cognitive style have not been able to completely visualize mathematical problems. Individuals with a low category FI cognitive style have not been able to fully represent equations, expressions, and visual representations of mathematical problems. The lack of accuracy in checking the work results of the three informants is one aspect that is suspected to be the cause of incompleteness in solving mathematical representation problems. There needs to be individual strengthening on the aspect of accuracy in improving the representational abilities of prospective mathematics teachers.
Mathematical Representation, Mathematics Teacher Candidate, Cognitive Field Independent (FI) Style.