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Sasha§Wang revisits the van Hiele model of geometric thinking with Sfard's discursive§framework to investigate geometric thinking from a discourse perspective. The§author focuses on describing and analyzing pre-service teachers' geometric§discourse across different van Hiele levels. The explanatory power of Sfard's§framework provides a rich description of how pre-service teachers think in the§context of quadrilaterals. It also contributes to our understanding of human§thinking that is illustrated through the analysis of geometric discourse§accompanied by vignettes.