ABSTRACT
This chapter describes part of a study that set out to explore children's conceptions of angle and dealt with possible situational influences and to a certain extent developmental questions as well. It discusses how children of different ages negotiated meaning within different settings, all of which involved the conceptions or interpretation of angles. The chapter presents findings derived from one context, where angles were investigated from a dynamic perspective, in terms of turns of the hands on an analogue watch used to represent and measure intervals of time. It discusses the theoretical foundations of the work and summarise research that has illuminated children's conceptions of angle. The results of paper-and-pencil investigations strongly contrast with those obtained when children's notions of angles are analysed in the context of LOGO tasks. The chapter relates children's performance in these situations to the findings regarding children's notions of angle observed in other contexts.
