Questioning skills is one of competencies required by teachers in dealing with the 21st-Century challenges. The purpose of this study was profiling biology teacher candidates’ questioning skills in Pekanbaru. The subjects of the research were the students, in three institutions, who were taking Zoology course. The total number of the subjects were 278 students selected using purposive random sampling. The instrument used was test contained of five items which instructed students to make questions related to five objects. The results showed that the teacher candidates’ question level in three institution were low-level question (more than 50% in C1-C3 level). The questions posed were dominance in the level of memorizing, understanding, applying, and analyzing. They were not accustomed to asking questions with the evaluating and creating levels. The systematic of question was dominated as a divergent question, while the question area asked was dominated in the physiology (32.93%) and morphology (32.14%) concept. The information gained from this study can be consideration point for further research.

To solve the problem of mathematics, students need reasoning. Visualizations can help in reasoning. This paper discusses the results of visual reasoning analysis of female students in solving mathematical problems. The method of study used is a qualitative method with the subject of female students of the Mathematics Education Study Program of Universitas PGRI Madiun. Data is validated with time triangulation. Data that is natural, deep, and widespread are displayed and analyzed. The conclusion of the study is: 1) to solve mathematical problems, female students perform complex steps of completing Polya, namely: understanding problems with visualizations, planning a problem solving with mathematics, planning a problem solving with elimination/substitution, implementing a plan to solve problems with elimination/substitution, checking results, planning to solve problems with determinations, implementing plans to solve the problems with determinations, examine results, plan to solve problems with coordinate points, implement plans to solve problems with coordinate points, check the results of the sponsorship with the coordinate points; 2) every activity in resolving the problem, female students have done reasoning. However, not all activities are identified to perform visual reasoning. Students tend to still focus on formalities; 3) in the issue, the subject performs reasoning deductive or inductive and visualizes contextually or mathematically as needed.