Toscano Barragán, RocíoFernández Leon, AuroraGavilán Izquierdo, José MaríaGonzález Regaña, Alfonso JoséMartín Molina, Verónica2024-07-112024-07-112024Toscano Barragán, R., Fernández Leon, A., Gavilán Izquierdo, J.M., González Regaña, A.J. y Martín Molina, V. (2024). Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids. Journal of Mathematical Behavior, 75, 101170. https://doi.org/10.1016/j.jmathb.2024.101170.0732-3123https://hdl.handle.net/11441/161298The literature has highlighted the significant role of definitions and defining in mathematics learning and teaching. Furthermore, non-prototypical figures are particularly important when teaching geometry, but teachers and pre-service teachers still have problems defining them. For these reasons, we investigated whether there were differences in the way that pre-service mathematics teachers constructed and selected definitions for prototypical and non- prototypical solids. In particular, the commognitive framework was employed to investigate the differences in the discourse of 33 pre-service secondary-school teachers when constructing and selecting definitions in task situations that involved prototypical and non-prototypical solids. Moreover, we studied if some commognitive conflicts appeared in task situations involving non- prototypical solids but not in similar task situations involving prototypical solids. The findings show some differences between the pre-service teachers’ discourses in both types of task situa tions. Additionally, some commognitive conflicts appeared only in task situations with non- prototypical solids. Lastly, we classified those commognitive conflicts.application/pdf14 p.engAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Commognitive conflictsDefiningPre-service mathematics teachersPrototypical examplesRoutinesinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/openAccesshttps://doi.org/10.1016/j.jmathb.2024.101170