Teaching and learning angles in elementary school: physical versus paper-and-pencil sequences

• Valérie Munier ^[1] ; Claude Devichi ^[2]
  1. [1] University Paul Valéry Montpellier 3, Montpellier, France
  2. [2] University of Corsica, Corte, France
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 55, Nº. 6, 2024, págs. 1420-1443
• Idioma: inglés
• DOI: 10.1080/0020739X.2022.2108515
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• Resumen

  • This paper discusses the relevance of using physical situations to introduce the concept of angles at elementary school. We compare the effectiveness of two geometry teaching sequences. In the first one (physical sequence), the pupils learned the angle concept by experimenting on the playground (i.e. mesospace) and then modelling the situation. In the second one (paper-and-pencil sequence), the pupils worked solely in the space of a sheet of paper (i.e. microspace). In both sequences, pupils compared areas of space delineated by an angle between two directions. Pupils in two Grade 3 classes were exposed to one of the two teaching sequences. The unfolding of these sequences was videotaped and analyzed, and the pupils were tested individually, before and after teaching, to measure each sequence’s effectiveness. Results showed that both sequences are effective to grasp the angle concept: Most pupils overcame the common erroneous conception of comparing angles’ sides’ lengths instead of angle openness. The comparison of areas of space delineated by an angle between two infinite directions, which is the two sequences’ common core, seems to be the key factor underlying angle conceptualization. This paper ends with a discussion of these results’ teaching implications and the merits of each sequence.