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Abstract

In this article we present an exploratory study on the angle concept in Primary Education and ESO pupils. The difficulty of this concept bases in the several partial conceptions that the pupil has to integrate in an only through successive approximations throughout their schooling. Our study presents a description of the form in which the pupil relates these partial conceptions, using for this the technique of the Pathfinder Associative Networks. It is also analyzed the evolution of the complexity of the relationships among concepts
in the different courses, using a Complexity Index created to the effect. As conclusion of the obtained data we observe that the concepts of the pupils, at the beginning, are gone associating in a way each most complex, but gradually, they make it in form simpler, in connection with widest concepts that drive finally to the general angle concept.