Abstract
The current study sheds light on how and to what extend prospective elementary mathematics teachers have access to concept definitions of volume and how compatible are their concept definitions. It provides information about twelve prospective elementary teachers’ (two from US and 10 from Turkey) concept images of volume and the extent to which those images coincide with concept definitions of volume. The study highlights the importance of coordination of concept images (filled-up or occupied space) and concept definitions (multiplication of three dimensional measures for prisms) as well as coordination in between different but related concept definitions of volume. The article also illustrates the effects of lack of coordination.
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