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Abstract
In this study, the cognitive-linguistic features of teacher roles and word patterns were explored through imaginary mathematical dialogues constructed by preservice mathematics teachers. First, preservice mathematics teachers were given mathematical communication training. This training is a dialogic training on how to conduct mathematical dialogues from beginning to end by introducing mathematical dialogues to pre-service teachers. After 14-week communication lessons, preservice mathematics teachers were asked to write an imaginary mathematical dialogue. The preservice mathematics teachers wrote imaginary dialogues according to four discourse types (Teacher, Teacher-Students, Teacher-Student, Student-Student). The data of the study were analysed by content analysis. Content analysis was carried out in qualitative analysis software. It was concluded that pre-service teachers were able to create quality and different types of mathematical dialogues by using discourse types. Mathematical dialogues were found to be affected by the linguistic features used by the pre-service teachers. For this reason, it was revealed that the word patterns used by the teacher are important. Strong relationships were found between the teacher’s roles and the word patterns used in imaginary mathematical dialogues. It was also found that some of the word patterns were specific to the discourse type.
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Article Type: Research Article
PEDAGOGICAL RES, Volume 11, Issue 3, July 2026, Article No: em0273
https://doi.org/10.29333/pr/18776
Publication date: 01 Jul 2026
Online publication date: 18 Jun 2026
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