Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders
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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.
KeywordsCritical Attribute Concept Definition Concept Image Mathematical Language Everyday Language
This research was supported by THE ISRAEL SCIENCE FOUNDATION (Grant No. 654/10).
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