@article{oai:kagawa-u.repo.nii.ac.jp:00002234,
 author = {長谷川, 順一 and Hasegawa, Junichi},
 issue = {1},
 journal = {香川大学教育学部研究報告 第Ⅱ部, Memoirs of the Faculty of Education, Kagawa University. Part II},
 month = {Mar},
 note = {An investigation was conducted with the purpose of clarifying the elementary school students' ability of discrimination of triangles and quadrangles. At that time, two kinds of problem sheets were constructed. One was that the sheets on which 18 geometric shapes were arranged from a rectangle to an irregular quadrangle, and the other was the sheets on which the same geometric shapes were showed but the reverse order, from the irregular quadrangle to the rectangle., As a result, the mean value of correct answers of the students who responded to the irregular quadrangle firstly was significantly higher than that of the students who responded to the rectangle firstly. And the mean values of correct answers of the second and fifth graders were significantly higher than those of third and fourth graders. Subsequent investigation confirmed that the improvement of correct responses observed in the fifth graders was mainly due to the learning of sum of inner angles of pentagon and hexagon. Then it was presumed that the decline of the correct responses in the third graders was caused by emphasizing equilateral and equiangle when learning isosceles triangles and equilateral triangles. From these results, I proposed that the learning activity of constructing geometric shapes such as hexagons and heptagons with using geoboards after students learned the concepts of triangles and quadrangles was effective to promote understanding of them.},
 pages = {21--33},
 title = {図形の提示順序が児童の三角形・四角形の弁別に与える影響（2）},
 volume = {67},
 year = {2017},
 yomi = {ハセガワ, ジュンイチ}
}