Identifying Similar Polygons: Comparing Prospective Teachers’ Routines with a Mathematician’s

This paper reports two prospective teachers\u27 and a mathematician\u27s ways of identifying similar triangle and hexagons through the analysis of routines, a characteristic of geometric discourse. The findings show that visual recognition was a common approach for the mathematician as wells as the two prospective teachers. However, when asked for justification, their routines of identifying similar polygons diverged. The paper also discusses the implication of classroom discourse practices to enhance prospective teachers\u27 communication and reasoning skills while learning geometric concepts such as similarity