This study aims to investigate the zone of differences between the concept image and the formal concept definition of derivative concepts based on procedural and conceptual understanding. The study was conducted with a qualitative method with an interpretive phenomenological approach to explore the experience and knowledge of the participants. Data were obtained through tests and clinical interviews were given to 10 prospective mathematics teachers from a university in West Java, Indonesia. Ideally, the concept image formed in the participants’ cognitive structure of a concept must be the same as the existing formal concept definition. However, the results of the study indicate that there are still differences occur between the concept image of prospective mathematics teachers and the formal concept definition causes cognitive conflict in the understanding of the derivative concept.

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