Abstract
The ability to engage in non-verbal reasoning and problem-solving is essential for future mathematics teachers, as these competencies underpin effective teaching and mathematical understanding. However, the relationship between these abilities remains insufficiently explored. This study aimed to assess the level of non-verbal reasoning and problem-solving competence among mathematics pre-service teachers at Ramon Magsaysay Memorial Colleges and to examine the correlation between the two variables. Employing a quantitative research design, the study involved 30 pre-service teachers selected through simple random sampling. Data were gathered using a structured test composed of two parts: non-verbal reasoning (sequence completion, odd-one-out identification, common feature recognition, and application of operations) and problem-solving competence (understanding the problem, strategy use, explanation, reasoning, computation, and procedural accuracy). Descriptive statistics and Pearson correlation analysis were used to analyze the data. Results indicated that the participants exhibited strong non-verbal reasoning skills, particularly in applying operations and identifying patterns. In contrast, their problem-solving competence was moderate, with notable weaknesses in providing explanations and logical reasoning. A weak positive correlation (r = 0.198) was found between non-verbal reasoning and problem-solving competence, suggesting that non-verbal reasoning is not a strong predictor of problem-solving ability. These findings imply that while non-verbal reasoning supports mathematical thinking, other cognitive and pedagogical factors significantly influence problem-solving development. The study recommends that teacher education programs implement targeted and differentiated interventions to strengthen both non-verbal reasoning and problem-solving skills independently. Enhancing these abilities can contribute to the development of well-rounded, competent mathematics educators.
