Geometric thinking level and habits of mind were important hard and soft
skills required of prospective mathematics teachers. The purpose of this
study is to describe the van Hiele geometric thinking level and habits of
mind of prospective mathematics teachers. The descriptive quantitative
research method was used. There were 31 female and 17 male prospective
mathematics teachers in the sample. The research instrument for
measuring geometric level was derived from Usikin's (1982) van Hiele
geometric thinking test and a habits of mind questionnaire. According to
the findings of this study, prospective mathematics teachers' ability to
think geometrically has progressed to the stage of analysis and informal
deduction. Furthermore, male prospective mathematics teachers achieved
the highest level of geometric thinking, known as rigor. Furthermore, both
as a whole and in terms of indicators, prospective mathematics teachers'
habits of mind fall into the strong category. Male prospective mathematics
teachers have more positive habits of mind than female prospective
mathematics teachers. The study's findings can help lecturers, particularly
those in the mathematics education study program, determine students'
hard and soft skills at the end of the year. Prospective mathematics
teachers can also be assigned by institutions based on their geometric
thinking and habits of mind.