The reading comprehension of geometric proofs: The contribution of knowledge and reasoning

Fou Lai Lin*, Kai Lin Yang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

17 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)729-754
Number of pages26
JournalInternational Journal of Science and Mathematics Education
Issue number4
Publication statusPublished - 2007 Dec


  • Geometric proof
  • Knowledge
  • Logical reasoning
  • Reading comprehension

ASJC Scopus subject areas

  • Education
  • General Mathematics


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