Concept images of prospective mathematics teachers for the double integral

The purpose of this study is to investigate the concept images of the prospective mathematics teachers for the double integral. The basic qualitative research pattern was used in this study. The participants consisted of six prospective mathematics teachers who studied in Mathematics Teaching Department in undergraduate level of a state University, Ankara. The data of research were collected via semi-structured interviews, the activities with concrete materials named 3B KIT, the written responses of the participants to practice questions during semi-structured interviews. The obtained data from the instruments were analyzed through content analysis with the help of the open coding used in grounded theory, axial and selective coding. The results of the study showed that the concept images of the participants for the double integral generally focused on the geometric structure and calculation of the double integral. The finding also indicated that participants could not make any relation between concept definition and concept image, the concept of one-variable (single) integral within the concept images for the double integral were active and acted with procedural knowledge. Moreover, the results also displayed that 3D KIT concrete material had positive effects on concept images for the double integral.