Integration of abstraction theory and TPACK framework in geometry learning to optimize prospective mathematics teachers’ spatial abilities

Abstract

This study aims to optimize the spatial abilities of prospective mathematics teachers (PMTs) using an integrated geometry learning module based on abstraction theory and TPACK, and to reduce the gap in geometry learning by integrating these theories. Epistemic abstraction refers to mental actions, including recognizing, building with, and constructing. Meanwhile, TPACK is introduced to use technology as a medium for prospective teachers to design geometry lessons and help learners understand geometry while considering pedagogical principles. We employed a research and development design by Borg and Gall, involving 30 participants selected using purposive sampling. Spatial ability data were collected using the Purdue Spatial Test and descriptively analyzed to assess the optimization of PMTs' spatial abilities before and after implementing the integrated geometry learning module. Findings demonstrated that the percentage of PMTs with beginner-spatial abilities decreased from 80% to 26.66%, while the rate of PMTs with advanced spatial skills increased from 20% to 73.33%. We concluded that integrating abstraction theory and TPACK in geometry learning produced an integrated geometry learning module capable of optimizing the spatial abilities of prospective teachers both didactically and pedagogically.