The Sixth-Grade Students’ Conceptualization of Angle

Yıl 2025, Cilt: 42 Sayı: 3, 19 - 34, 31.12.2025

Fatma Acar , Habibe Toker Kekik , Nur Banu Duran , Mine Işıksal

https://doi.org/10.52597/buje.1537486

Öz

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.

Anahtar Kelimeler

mathematics education , middle school , sixth grade , angle concept , conceptualization

Altıncı Sınıf Öğrencilerinin Açı Kavramını Anlamlandırması

Öz

Bu çalışmanın amacı altıncı sınıf öğrencilerinin açı kavramını nasıl anlamlandırdıklarını incelemektir. Bu amaçla, sekiz tane altıncı sınıf öğrencisiyle açı kavramını sözel olarak nasıl ifade ettikleri ve eğim, dönüş ve açıklık gibi gerçek yaşam bağlamlarında nasıl yorumladıklarını incelemek için birebir görüşmeler yapılmıştır. Bulgular, öğrencilerin açı tanımlamalarının çoğunlukla standart açı tanımında olduğu gibi köşe ve kesişim gibi açının statik bileşenlerini içerdiğini göstermiştir. Sadece bir öğrenci, standart açı tanımından yola çıkarak açıları eğim ve aralık bağlamlarıyla ilişkilendirerek daha kapsamlı bir anlayış sergilemiştir. İlköğretim müfredatında açı kavramının gerçek hayattan örneklerle ve fiziksel deneyimlerle yer almasına rağmen öğrencilerin çoğunun eğim ve dönme gibi farklı bağlamları açılarla ilişkilendirmekte zorlandığı bulgusu eğitimle ilgili çıkarımlar açısından tartışılmıştır. Ayrıca, açıların çoklu temsilleri ve bağlamlarının sınıf içinde soyutlamaya imkân vererek sunulmasının önemi vurgulanmaktadır.

Anahtar Kelimeler

matematik eğitimi , ortaokul , altıncı sınıf , açı kavramı , kavramsallaştırma

Kaynakça

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