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<p>A localised learning theory—the geometric thinking model—posits that reasoning about angle concepts is supported by nurturing students’ ability to visualise and discuss different angle representations in problem situations. Following a large-scale study into the development of an evidence-based geometric reasoning learning progression in which a multistage Rasch analysis was used, this paper reports on 1090&#xa0;year 4–10 students’ responses to two angle tasks. The Rasch analysis led to the identification of eight distinct thinking zones. Further analysis of student responses to the angle tasks shows a progression in the teaching of angle concepts and the importance of nurturing visualisation and discourse in the construction of knowledge about reasoning within the angle concept.</p>

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A learning progression for understanding angle concepts

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月6日

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  • Rebecca Seah,
  • Marj Horne

摘要

A localised learning theory—the geometric thinking model—posits that reasoning about angle concepts is supported by nurturing students’ ability to visualise and discuss different angle representations in problem situations. Following a large-scale study into the development of an evidence-based geometric reasoning learning progression in which a multistage Rasch analysis was used, this paper reports on 1090 year 4–10 students’ responses to two angle tasks. The Rasch analysis led to the identification of eight distinct thinking zones. Further analysis of student responses to the angle tasks shows a progression in the teaching of angle concepts and the importance of nurturing visualisation and discourse in the construction of knowledge about reasoning within the angle concept.