Mathematical communication of pre-service mathematics teachers in solving non-routine problems

When solving math problems, pre-service mathematics teachers have their own ways. However, there has been no recent research that focuses on classifying prospective mathematics teacher mathematical communication type when completing out non-routine tasks, especially three-dimensional geometry tasks. This research aims to describe how pre-service mathematics teachers communication to solve non-routine three-dimensional geometry problems. This study was descriptive qualitative research with subjects were pre-service mathematics teachers as the sample. The study's instruments included math test questions, as well as observation and interview sheets. The math lecturer from Muhammadiyah University of Surakarta served as the study's validators. The data collection techniques used were tests, observations, and interviews. The data analysis was carried out in three stages: data reduction, data presentation, and conclusion. It was found that pre-service mathematics teachers tend to communicate mathematical problems by representing the problem in mathematical notation in the form of symbols.