<![CDATA[Background: Geometry is a fundamental component of elementary mathematics that supports the development of logical reasoning, spatial visualization, and problem-solving skills. However, many students continue to experience persistent learning difficulties that extend beyond procedural errors and reflect deeper ontogenetic learning obstacles associated with cognitive readiness and conceptual development. Despite increasing attention to learning obstacles in mathematics education, empirical studies examining the psychological, conceptual, and instrumental dimensions of ontogenetic obstacles in elementary geometry remain limited. Aims: This study aimed to explore students’ psychological, conceptual, and instrumental ontogenetic learning obstacles when solving composite plane figure area tasks. Methods: A qualitative descriptive approach was employed as the prospective analysis stage of Didactical Design Research (DDR). Twenty sixth-grade elementary school students participated in the study. Data were collected through a validated Learning Obstacle Diagnostic Test consisting of three open-ended tasks and analyzed descriptively based on the ontogenetic learning obstacle framework. Results: The findings revealed that conceptual ontogenetic obstacles were the most dominant, followed by instrumental obstacles, while psychological obstacles emerged primarily as a consequence of unresolved conceptual and procedural difficulties. Conclusion: The three types of ontogenetic learning obstacles were interconnected and significantly influenced students’ understanding of composite plane figure area concepts. These findings provide an empirical foundation for designing adaptive instructional strategies that better accommodate students’ cognitive development and learning needs.]]>
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