Effects of reading-oriented tasks on students' reading comprehension of geometry proof

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This study compared the effects of reading-oriented tasks and writing-oriented tasks on students' reading comprehension of geometry proof (RCGP). The reading-oriented tasks were designed with reading strategies and the idea of problem posing. The writing-oriented tasks were consistent with usual proof instruction for writing a proof and applying it. Twenty-two classes of ninth-grade students (N = 683), aged 14 to 15 years, and 12 mathematics teachers participated in this quasi-experimental classroom study. While the experimental group was instructed to read and discuss the reading tasks in two 45-minute lessons, the control group was instructed to prove and apply the same propositions. Generalised estimating equation (GEE) method was used to compare the scores of the post-test and the delayed post-test with the pre-test scores as covariates. Results showed that the total scores of the delayed post-test of the experimental group were significantly higher than those of the control group. Furthermore, the scores of the experimental group on all facets of reading comprehension except the application facet were significantly higher than those of the control group for both the post-test and delayed post-test.

Original languageEnglish
Pages (from-to)215-238
Number of pages24
JournalMathematics Education Research Journal
Volume24
Issue number2
DOIs
Publication statusPublished - 2012 Jun 1

Fingerprint

comprehension
mathematics
Group
student
Facet
Pre-test
Generalized Estimating Equations
Proposition
Covariates
Experimental Study
instruction
classroom
teacher

Keywords

  • Geometry proof
  • Instruction
  • Reading comprehension

ASJC Scopus subject areas

  • Mathematics(all)
  • Education

Cite this

Effects of reading-oriented tasks on students' reading comprehension of geometry proof. / Yang, Kai Lin; Lin, Fou Lai.

In: Mathematics Education Research Journal, Vol. 24, No. 2, 01.06.2012, p. 215-238.

Research output: Contribution to journalArticle

@article{18b91f2524a84c8eb735ccb46cca5149,
title = "Effects of reading-oriented tasks on students' reading comprehension of geometry proof",
abstract = "This study compared the effects of reading-oriented tasks and writing-oriented tasks on students' reading comprehension of geometry proof (RCGP). The reading-oriented tasks were designed with reading strategies and the idea of problem posing. The writing-oriented tasks were consistent with usual proof instruction for writing a proof and applying it. Twenty-two classes of ninth-grade students (N = 683), aged 14 to 15 years, and 12 mathematics teachers participated in this quasi-experimental classroom study. While the experimental group was instructed to read and discuss the reading tasks in two 45-minute lessons, the control group was instructed to prove and apply the same propositions. Generalised estimating equation (GEE) method was used to compare the scores of the post-test and the delayed post-test with the pre-test scores as covariates. Results showed that the total scores of the delayed post-test of the experimental group were significantly higher than those of the control group. Furthermore, the scores of the experimental group on all facets of reading comprehension except the application facet were significantly higher than those of the control group for both the post-test and delayed post-test.",
keywords = "Geometry proof, Instruction, Reading comprehension",
author = "Yang, {Kai Lin} and Lin, {Fou Lai}",
year = "2012",
month = "6",
day = "1",
doi = "10.1007/s13394-012-0039-2",
language = "English",
volume = "24",
pages = "215--238",
journal = "Mathematics Education Research Journal",
issn = "1033-2170",
publisher = "Springer Netherlands",
number = "2",

}

TY - JOUR

T1 - Effects of reading-oriented tasks on students' reading comprehension of geometry proof

AU - Yang, Kai Lin

AU - Lin, Fou Lai

PY - 2012/6/1

Y1 - 2012/6/1

N2 - This study compared the effects of reading-oriented tasks and writing-oriented tasks on students' reading comprehension of geometry proof (RCGP). The reading-oriented tasks were designed with reading strategies and the idea of problem posing. The writing-oriented tasks were consistent with usual proof instruction for writing a proof and applying it. Twenty-two classes of ninth-grade students (N = 683), aged 14 to 15 years, and 12 mathematics teachers participated in this quasi-experimental classroom study. While the experimental group was instructed to read and discuss the reading tasks in two 45-minute lessons, the control group was instructed to prove and apply the same propositions. Generalised estimating equation (GEE) method was used to compare the scores of the post-test and the delayed post-test with the pre-test scores as covariates. Results showed that the total scores of the delayed post-test of the experimental group were significantly higher than those of the control group. Furthermore, the scores of the experimental group on all facets of reading comprehension except the application facet were significantly higher than those of the control group for both the post-test and delayed post-test.

AB - This study compared the effects of reading-oriented tasks and writing-oriented tasks on students' reading comprehension of geometry proof (RCGP). The reading-oriented tasks were designed with reading strategies and the idea of problem posing. The writing-oriented tasks were consistent with usual proof instruction for writing a proof and applying it. Twenty-two classes of ninth-grade students (N = 683), aged 14 to 15 years, and 12 mathematics teachers participated in this quasi-experimental classroom study. While the experimental group was instructed to read and discuss the reading tasks in two 45-minute lessons, the control group was instructed to prove and apply the same propositions. Generalised estimating equation (GEE) method was used to compare the scores of the post-test and the delayed post-test with the pre-test scores as covariates. Results showed that the total scores of the delayed post-test of the experimental group were significantly higher than those of the control group. Furthermore, the scores of the experimental group on all facets of reading comprehension except the application facet were significantly higher than those of the control group for both the post-test and delayed post-test.

KW - Geometry proof

KW - Instruction

KW - Reading comprehension

UR - http://www.scopus.com/inward/record.url?scp=84862572205&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84862572205&partnerID=8YFLogxK

U2 - 10.1007/s13394-012-0039-2

DO - 10.1007/s13394-012-0039-2

M3 - Article

AN - SCOPUS:84862572205

VL - 24

SP - 215

EP - 238

JO - Mathematics Education Research Journal

JF - Mathematics Education Research Journal

SN - 1033-2170

IS - 2

ER -