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

Pessia Tsamir; Dina Tirosh; Esther Levenson; Ruthi Barkai; Michal Tabach

doi:https://doi.org/10.1007/s11858-014-0641-8

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

Pessia Tsamir, Dina Tirosh, Esther Levenson, Ruthi Barkai, Michal Tabach

School of Education

Tel Aviv University

Research output: Contribution to journal › Article › peer-review

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.

Original language	English
Pages (from-to)	497-509
Number of pages	13
Journal	ZDM - International Journal on Mathematics Education
Volume	47
Issue number	3
DOIs	https://doi.org/10.1007/s11858-014-0641-8
State	Published - 18 Jun 2015

All Science Journal Classification (ASJC) codes

Education
General Mathematics

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title = "Early-years teachers{\textquoteright} concept images and concept definitions: triangles, circles, and cylinders",

abstract = "This study investigates practicing early-years teachers{\textquoteright} 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{\textquoteright} 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.",

author = "Pessia Tsamir and Dina Tirosh and Esther Levenson and Ruthi Barkai and Michal Tabach",

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AU - Tirosh, Dina

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AU - Barkai, Ruthi

AU - Tabach, Michal

PY - 2015/6/18

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

Abstract

All Science Journal Classification (ASJC) codes

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