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

- First Online:

- Accepted:

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.