Izvorni znanstveni članak
https://doi.org/10.32728/mo.20.1.2025.02
Students’ Misconceptions About Squares and Rectangles: The Effect of a Short Teaching Intervention
Ivana Crnčević
; OŠ Marina Držića, Croatia
Sažetak
The aim of this study was to examine the most common misconceptions of sixthgrade students regarding squares and rectangles and to evaluate the effectiveness of a short instructional intervention in reducing them. The research was conducted on a sample of 28 students using a pre-test–intervention–post-test design. The theoretical framework of the study is based on the concept of misconceptions, the relationship between concept image and concept definition, and the Van Hiele theory of geometric thinking. The results showed a statistically significant improvement in students’ overall achievement after the intervention (Z = –3.07; p = .002; r = 0.58). The most pronounced misconception concerned the misunderstanding of the inclusive relationship between the square and the rectangle. In conclusion, even short, carefully designed activities can contribute to reducing misconceptions and fostering the hierarchical understanding of geometric concepts.
Ključne riječi
misconceptions; square; rectangle; Van Hiele theory; mathematics teaching
Hrčak ID:
351913
URI
Datum izdavanja:
7.10.2026.
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