
06468337
j
2015e.00646
Tsamir, Pessia
Tirosh, Dina
Levenson, Esther
Barkai, Ruthi
Tabach, Michal
Earlyyears teachers' concept images and concept definitions: triangles, circles, and cylinders.
ZDM, Math. Educ. 47, No. 3, 497509 (2015).
2015
Springer, Berlin/Heidelberg
EN
G49
G29
C39
D79
D39
concept images
geometric concepts
triangels
circles
cylinders
early education
earlyyears teachers
mathematical language
difficulties
doi:10.1007/s1185801406418
Summary: This study investigates practicing earlyyears teachers' concept images and concept definitions for triangles, circles, and cylinders. Teachers were requested to define each figure and then to identify various examples and nonexamples of the figure. Teachers' use of correct and precise mathematical language and reference to critical and noncritical attributes was also investigated. Results indicated that, in general, teachers were able to identify examples and nonexamples of triangles and define triangles, were able to identify examples and nonexamples of circles but had difficulties defining circles, and had some difficulties in both identifying examples and nonexamples of cylinders and defining cylinders. Possible reasons for these results are discussed.