Two aspects of young children’s thinking about different types of dynamic triangles: prototypicality and inclusion

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Recent research on geometry education: an ICME-13 survey team report (2016, background): “Research by Kaur (2015), Leung (2008a, b; 2012), Ng and Sinclair (2015a, b), and others, shows that shapes in DGEs can be continuously transformed thus allowing great diversity for a recognized shape and hence a need to name a shape.”
Geometry in early years: sowing seeds for a mathematical definition of squares and rectangles (2014, background): “…example of the conflict between the perceptual experience and the theoretical needs of a mathematical definition (on this delicate issue also see Kaur 2015 and Tsamir et al. 2015), where squares are to be considered as particular rectangles (we will refer to a definition of rectangles that…”