LEARNERS’ UNDERSTANDING OF THE DEFINITIONS AND HIERARCHICAL CLASSIFICATION OF QUADRILATERALS: TOWARDS A THEORETICAL FRAMING

摘要: Defining and classifying quadrilaterals, though an established component of the school mathematics curriculum, appears to be a difficult topic for many learners. The reasons such difficulties relate complexities in learning analyse attributes different quadrilaterals distinguish between critical non-critical aspects. Such learning, if it is effective, requires logical deduction, together with suitable interactions concepts images. This paper reports on analysis data from total 263 main purpose present theoretical framing that intended inform further studies this important within education research. relates prototype phenomenon implicit models common cognitive paths understanding relationship quadrilaterals.