Formas del discurso y razonamiento configural de estudiantes para maestros en la resolución de problemas de geometría

This paper reports of relationships between the pre-service primary teachers' ways of discourse when solving proof geometrical problems and the figural reasoning. The answers of 97 preservice primary teachers to two proof geometrical problems were analyzed in order to determine how preservice primary teachers recognized and relationed the geometrical facts and definitions in order to infer new information about the figure. Findings indicate that pre-service primary teachers generated three different ways of discourse: Graphical, Textual and a mix of both. And that these ways of discourse don't influence in the truncation of configural reasoning in order to generate deductive processes.