Özet:

In order to become a master instructor in a mathematics subject, first of all, the concepts of that subject need to be well known. Determining the concept definitions of the teachers, who are the locomotives of the learning environments, will directly reflect on the improvement of the knowledge of the students in those concepts. In this study, the definitions of middle school mathematics teachers about the concept of cylinder are examined. The study was carried out with the participation of 99 mathematics teachers who are working in some middle schools in three different provinces and their towns of Turkey. The data were collected via an interview form prepared to reveal concept knowledge about the cylinder. Content analysis technique was used for data analysis. As a result of the research, 39.4% of the participants could not make the concept definition of the cylinder correctly and made the definition by associating with the rectangle. It was also found that 99% of the participants could not associate the cylinder with the prism and drawn it as a vertical circular cylinder. On the other hand, it was seen that the participants generally used the vertical position of the cylinder when drawing. This study showed that middle school mathematics teachers' concept definitions about the cylinder and the knowledge that "prism is a special cylinder" are inadequate.

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