The Sixth-Grade Students’ Conceptualization of Angle

This study investigated sixth-grade students' conceptualization of angles. A structured interview was implemented with eight students to examine how they verbally described angles, represented them in figures, and interpreted them in real-life contexts such as slope, turn, and openness. The findings revealed that students primarily understood angles through static components such as corners and intersection, consistent with the standard definition of angles. Only one student demonstrated a more comprehensive understanding by relating angles to slope and space contexts through reflective abstraction of the formal angle definition. Educational implications are discussed, highlighting that most students struggled to connect angles across different contexts, such as slope and turn, despite the inclusion of real-life examples and physical experiences in the primary school curriculum. Practical implications emphasize the importance of facilitating reflective abstraction through multiple representations and contexts of angles in classroom instruction.