This research aims to describe the characteristic of mathematics prospective teacher's computational thinking (CT) in solving the geometric pattern problem. The subject consists of 65 preservice mathematics teachers in Universitas in Madiun. The instrument was used in this research are geometric pattern problem tests and interview guidelines. The result shows that are three types of mathematics prospective teachers in solving the problem. First, CT substantial, i.e. prospective mathematics teachers use the conceptual knowledge who collaborated with procedural knowledge exactly. They use mathematics iteration to find the pattern and express them to the general form easily. Second, CT Nominal, i.e. prospective mathematics teachers, use manual ways to solve the pattern problem. They count using numeric, not symbolic, of solving the pattern formed. They can understand the design but can't express it to the mathematics model. Third, CT procedural, i.e. mathematics prospective teacher using the procedural knowledge only, not an expert in concept, and following the steps who teaches from experience before. The recommendation for future research is to develop the research to find the other characters in other mathematics subjects, in other students, to develop the learning models who can embody CT.
Is f(x) unique? Prospective teachers’ conceptual and procedural knowledge on a definite integral problem
