TY - JOUR
T1 - The reading comprehension of geometric proofs
T2 - The contribution of knowledge and reasoning
AU - Lin, Fou-Lai
AU - Yang, Kai Lin
N1 - Funding Information:
The authors wish to thank anonymous reviewers and the editor, Larry Yore, for commenting on earlier drafts. We also thank Michael Tang and Shari Yore for proofreading our English manuscript. This paper is part of a research project funded by the National Science Council of Taiwan (NSC 94-2521-S-003-002). The views and opinions expressed in this paper are those of the authors and not necessarily those of the NSC.
PY - 2007/12
Y1 - 2007/12
N2 - A model of reading comprehension of geometric proofs (RCGP) has recently been proposed by the authors. This article further investigates students' development of such comprehension based on this model, looking at the relationship between students' reading comprehension and their prior knowledge and logical reasoning. The results show that (1) students' development of RCGP may follow two different learning trajectories; (2) the effect of logical reasoning on RCGP in ninth grade is larger and more complex than in tenth grade; (3) knowledge about geometric figures is not the main factor contributing to RCGP, and geometric knowledge that includes knowledge of figures and of verbal description and translation between the two distinguishes only the level of surface comprehension from the other levels of RCGP; and (4) regression analysis yields a two-variable model that includes logical reasoning and relevant geometric knowledge, and that accounts for 54% and 22% of the variance on RCGP data from the ninth and tenth graders, respectively.
AB - A model of reading comprehension of geometric proofs (RCGP) has recently been proposed by the authors. This article further investigates students' development of such comprehension based on this model, looking at the relationship between students' reading comprehension and their prior knowledge and logical reasoning. The results show that (1) students' development of RCGP may follow two different learning trajectories; (2) the effect of logical reasoning on RCGP in ninth grade is larger and more complex than in tenth grade; (3) knowledge about geometric figures is not the main factor contributing to RCGP, and geometric knowledge that includes knowledge of figures and of verbal description and translation between the two distinguishes only the level of surface comprehension from the other levels of RCGP; and (4) regression analysis yields a two-variable model that includes logical reasoning and relevant geometric knowledge, and that accounts for 54% and 22% of the variance on RCGP data from the ninth and tenth graders, respectively.
KW - Geometric proof
KW - Knowledge
KW - Logical reasoning
KW - Reading comprehension
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U2 - 10.1007/s10763-007-9095-6
DO - 10.1007/s10763-007-9095-6
M3 - Article
AN - SCOPUS:35348986603
SN - 1571-0068
VL - 5
SP - 729
EP - 754
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
IS - 4
ER -