Interpretations of 4th grade students about angle

Abstract

In this article, we present the analysis of fragments of some grade 4 students' interactions over a class related to their interpretations of different aspects of angle (constitutive elements, conceptual image, representations, measurable attribute, and unit of measurement). We intend to point out the complexity of meaning making in the mathematics classroom. We express the need to devote class time to promote discursive interactions, to allow children express their personal meanings, to advance collectively towards meanings close to those established by the mathematical community, even though the number of teaching' contents might diminish.