摘要：Misconceptions in geometry are an essential problem in the understanding of geometric terms by primary and pre-primary aged children. Present research shows some misconceptions in geometry demonstrated in the understanding of circles, squares, triangles and oblongs for children in the last year of kindergarten and pupils in the last year of primary school. The research methodology is based on the Van Hiele’s theory of understanding geometric thinking. Qualitative analysis of videotapes with recorded children’s activities was the method used for pre-primary children. Whereas for the examination of 4th graders, a quantitative analysis was conducted via student-completed tests. Pupils’ common misconceptions are shown and identified in our research. Based on these findings, recommendations for best pedagogical practice are suggested for teachers in primary and pre-primary levels and also for the teacher training of pre-service teachers.
