In this pilot study, we examine the procedures, constructs and geometrical properties pre-service teachers (PSTs) invoke when solving a geometry problem. The aim is to develop an analytical tool to research PSTs’ mathematical discourse, assuming that the available mathematical discourse informs PSTs’ noticing of mathematics learning. As a theoretical base for mathematics discourse, we use commognition. The empirical data consists of recorded conversations of seven PSTs solving a geometry problem. The analytical tool provides a visual representation of the procedures, geometrical properties and constructs, considered as the precedent search space of the person solving the task. The analytical tool we propose visualizes the precedent search space PSTs draw on and therefore enables a culturally sensitive analysis of mathematics discourse.