Abstract
This study investigates practicing early-years 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 non-examples of the figure. Teachers’ use of correct and precise mathematical language and reference to critical and non-critical attributes was also investigated. Results indicated that, in general, teachers were able to identify examples and non-examples of triangles and define triangles, were able to identify examples and non-examples of circles but had difficulties defining circles, and had some difficulties in both identifying examples and non-examples of cylinders and defining cylinders. Possible reasons for these results are discussed.
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This research was supported by THE ISRAEL SCIENCE FOUNDATION (Grant No. 654/10).
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Tsamir, P., Tirosh, D., Levenson, E. et al. Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders. ZDM Mathematics Education 47, 497–509 (2015). https://doi.org/10.1007/s11858-014-0641-8
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DOI: https://doi.org/10.1007/s11858-014-0641-8