Abstract
Attitudes towards learning the subject play a crucial role in students’ engagement in class. Knowing the attitudes of students towards learning geometry can help identify the pedagogical approach and the support needed for their personal and professional development. However, research on the status of students’ attitudes towards learning geometry is limited. The study aimed to describe the lived experiences of mathematics teacher education students in a local college on their geometry attitudes. This study engaged mixed method design, utilizing a parallel convergent approach. The participants of the study were the mathematics education students from first year to third year. There were 212 students who were randomly selected for quantitative and 14 for the qualitative. Based on the results of the study, it was determined that the status of student’s attitude towards learning geometry is high. The results from the quantitative and qualitative converged when they were being corroborated. The results confirms that mathematics major students appreciate geometry for its practical applications in daily life and future careers. Their genuine interest in the subject fosters’ confidence, leading to higher academic achievements. Moreover, the students find enjoyment in exploring the diverse and relevant topics within geometry, further enhancing their learning experience. The findings suggest that students should develop a strong grasp of geometry and cultivate a keen interest in learning the subject, students may regularly practice geometric problems, use extra learning materials like books and online resources, solve real-life geometry problems to see its practical uses, and stay curious and persistent when facing difficulties. This approach will help them build confidence and develop a positive attitude towards geometry.
