Abstract

Understanding the previous mathematical content will determine the understanding of the next mathematical content. Understanding the initial concept is the first step in the abstraction process in learning mathematics. The process of abstraction is needed in Understanding mathematics content and is used in every mathematical thinking. Reflective abstraction as part of the abstraction process is the ability to change, combine or associate pre-existing conceptions into new situations. The level of reflective abstraction consists of recognition, representation, structural abstraction, and structural awareness. This study aimed to provide an overview of the level of reflective abstraction of elementary school teacher education students (n= 6) in learning mathematics. The data collection techniques are in the form of tests and interviews. The results showed that the level of reflective abstraction could be achieved according to the students' initial conceptual understanding. It was also found that students who had non-hierarchical levels of reflective abstraction needed other skills and activities to improve their reflective abstraction. One of the supporting factors is prerequisite knowledge.