Analogous reasoning has some important roles in mathematics instruction, such as constructing the meaning of knowledge, formulating hypotheses, solving math problems, predicting, and preventing and correcting student errors. Because of these roles, teachers are encouraged to use the analogy in their mathematics teaching strategies. This study was intended to promote master students and pre-service teachers to utilize analogous reasoning in teaching mathematics. The sample included 61 pre-service teachers and 47 master students in mathematics education. They were taught theoretical foundations of analogy, teaching with the analogy, and models of teaching by analogy, then they were instructed to analyze textbooks and design lesson plans that used analogous reasoning in teaching specific contents in high schools. The data collected included their worksheets and analyzed mainly qualitatively, including using a scale to assess how well they used analogous reasoning in teaching mathematics. The results revealed that the participants made progress in analyzing textbooks about analogy inference. As a result, they had effective orientations in the design of student-guided lessons using inference to find new knowledge, thus promoting learners' activeness. Additionally, some suggestions were drawn for teachers and students when using analogous reasoning.