TY - JOUR

T1 - A model of reading comprehension of geometry proof

AU - Yang, Kai Lin

AU - Lin, Fou Lai

N1 - Funding Information:
Acknowledgements The authors wish to thank anonymous reviewers and the editor, Norma Presmeg, for commenting on earlier drafts. We also thank Jenny Chang for proofreading our English manuscript. This paper is part of a research project funded by the National Science Council of Taiwan (NSC 93-2521-S-003-003 and 93-2511-S-033-002). The views and opinions expressed in this paper are those of the authors and not necessarily those of the NSC.

PY - 2008/1

Y1 - 2008/1

N2 - This study aims to investigate a construct of reading comprehension of geometry proof (RCGP). The research aims to investigate (a) the facets composing RCGP, and (b) the structure of these facets. Firstly, we conceptualize this construct with relevant literature and on the basis of the discrimination between the logical and the epistemic meanings of an argument, then assemble the content of RCGP from literature and propose a hypothetical model of RCGP. Secondly, mathematicians and mathematics teachers are interviewed for their ideas on reading mathematical proof in order to enrich the content of RCGP. Adapting the phases of reading comprehension in language, the content of RCGP is classified into six facets. Lastly, these facets are structured using the hypothetical model and then justified by students' performance in the facets of RCGP using the multidimensional scaling method. The results sustain that the structure of facets can be characterized by this conceptualized model.

AB - This study aims to investigate a construct of reading comprehension of geometry proof (RCGP). The research aims to investigate (a) the facets composing RCGP, and (b) the structure of these facets. Firstly, we conceptualize this construct with relevant literature and on the basis of the discrimination between the logical and the epistemic meanings of an argument, then assemble the content of RCGP from literature and propose a hypothetical model of RCGP. Secondly, mathematicians and mathematics teachers are interviewed for their ideas on reading mathematical proof in order to enrich the content of RCGP. Adapting the phases of reading comprehension in language, the content of RCGP is classified into six facets. Lastly, these facets are structured using the hypothetical model and then justified by students' performance in the facets of RCGP using the multidimensional scaling method. The results sustain that the structure of facets can be characterized by this conceptualized model.

KW - Geometry proof

KW - Reading comprehension

UR - http://www.scopus.com/inward/record.url?scp=37649007391&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=37649007391&partnerID=8YFLogxK

U2 - 10.1007/s10649-007-9080-6

DO - 10.1007/s10649-007-9080-6

M3 - Article

AN - SCOPUS:37649007391

SN - 0013-1954

VL - 67

SP - 59

EP - 76

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

IS - 1

ER -