Abstract
This article highlights the similarities between sixth-grade students' developing notions of angle and mathematicians' struggles to define this complex concept. Students learning from a reformed curriculum had the opportunity to voice their ideas concerning the definition of angle. These conversations were compared with past discussions and debates concerning the meaning of angle. The data were classified into three major categories: (a) What exactly is being measured when referring to the size of angles? (b) Can angles contain curves?, and (c) Difficulties with conceiving of 0°, 180°, and 360° angles. The data suggest that using multiple representations such as those examples from history would seem to be more comprehensive and a better preparation as students study the concept of angle.
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