著者

後藤 学

出版者

相模女子大学

雑誌

相模女子大学紀要. A, 人文系 (ISSN:18835341)

巻号頁・発行日

vol.76, pp.23-33, 2012

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The purpose of this research was to examine whether it is effective to use the digital contents which can be confirmed while a child operates the contents and a numerical change is looked at about acquisition of a triangular height concept. Five of eight children were able to understand height again and handwriting was able to express from the posttest to the figure. Therefore, the dinamic digital contents that operate geogebra and draw a triangle are effective for the child who forgets, although the knowledge about triangular height was mastered or being mastered confirming again and understanding. However, three children were not able to draw an exact figure by a posttest. This result has confirmed suggestion of the previous researches that it is difficult for a child to understand the definition "height is distance, when a figure is inserted by parallel lines". It can be inferred that the factor with a difficult understanding that there are four steps illustrating triangular height.