Primary trainee teachers’ understanding of basic geometrical figures in Scotland

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Early childhood teacher education: the case of geometry (2011, background): “Some professional development programs do nothing to increase geometric knowledge ( Fujita and Jones 2006b; Jones 2000), and teachers’ knowledge can even degrade during such programs (van der Sandt and Nieuwoudt 2004).”
LEARNERS’ UNDERSTANDING OF THE DEFINITIONS AND HIERARCHICAL CLASSIFICATION OF QUADRILATERALS: TOWARDS A THEORETICAL FRAMING (2007, background): “The terms ‘concept image’ and ‘concept definition’ were introduced by Vinner and Hershkowitz (1980) in the context of the learning of some simple geometrical concepts, and developed by Tall and Vinner (1981) in the context of more sophisticated mathematical ideas of limits and continuity.”
Prototype phenomena and common cognitive paths in the understanding of the inclusion relations between quadrilaterals in Japan and Scotland (2007, background): “In fact, a similar behaviour is observed in our pilot study, i.e. trainees in Scotland tend to define squares and rectangles by mentioning only ‘sides’ but not ‘angles’ (Fujita and Jones, 2006).”