4- to 6-Year-Old Children's Conceptual Understanding of the Geometrical Term Quadrangle

Abstract

Numerous results are available in early mathematics education concerning arithmetical competence, but less detailed research is carried out regarding the development of geometrical competence. A study conducted with 120 children (aged between 4 and 6 years) that investigates the understanding of the concept of triangle and quadrangle contributed toward filling this gap. This article reports the findings of a substudy in which the children were asked to identify quadrangles out of 13 shapes. There was no significant relationship between age and shape identification. Children were significantly better in identifying prototypical quadrangles, for example, a square, than atypical ones, for example, a rhombus. Additionally, mathematically irrelevant attributes such as aspect ratio, angle, or orientation of the shape influenced the identifications.