This paper explores a framework for research on the development of the angle concept based on theories of abstraction. The framework suggests that children initially acquire a body of disconnected angle knowledge situated in everyday experiences, group the situations to form angle contexts, and then form an abstract angle concept. The framework is explored using grade 4 students (N=36). The students appear to form distinct concepts of slopes, turns, hinges, bends, rebounds, and corners, but are often unaware of the common angle features of these contexts. The findings are discussed using a comparison with a previous study of grade 2 students and suggest that students' responses often show failure to use standard terminology rather than a lack of knowledge of the underlying physical relations. Contains 22 references. (DDR)