ZDM

, Volume 47, Issue 3, pp 497–509

Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders

  • Pessia Tsamir
  • Dina Tirosh
  • Esther Levenson
  • Ruthi Barkai
  • Michal Tabach
Original Article

DOI: 10.1007/s11858-014-0641-8

Cite this article as:
Tsamir, P., Tirosh, D., Levenson, E. et al. ZDM Mathematics Education (2015) 47: 497. doi:10.1007/s11858-014-0641-8

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.

Copyright information

© FIZ Karlsruhe 2014

Authors and Affiliations

  • Pessia Tsamir
    • 1
  • Dina Tirosh
    • 1
  • Esther Levenson
    • 1
  • Ruthi Barkai
    • 1
  • Michal Tabach
    • 1
  1. 1.Tel Aviv UniversityTel AvivIsrael

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