Abstract
This study investigates one issue related to reading mathematical texts by presenting a two-dimensional framework for assessing reading comprehension of geometric construction texts. The two dimensions of the framework were formulated by modifying categories of reading literacy and drawing on key elements of geometric construction texts. Three categories of reading mathematical texts were recognized and then cross-tabulated with three key elements of geometric construction texts to create a nine-category assessment framework, which was used to design an instrument. After reporting on the validation of the instrument, we conclude by discussing the implications of the framework for assessing students’ reading to learn mathematics and for improving the learning of geometric constructions by reading.
Highlights
In view of the importance of assessing reading comprehension in developing students’ ability to learn by reading, many researchers have investigated how to measure reading ability (e.g. Sabatini, Albro & O’Reilly, 2012)
We identified in our study three key elements: (1) mathematical object which is acted on, (2) construction action with tools, and (3) outcome derived from action with tools after interviewing some school mathematics teachers and college professors
Specific and Generalizable Nature of this Assessment Framework. We consider both categories of reading mathematical texts and elements of geometric construction texts to develop a two-dimensional framework for assessing reading comprehension of geometric construction texts in our study
Summary
In view of the importance of assessing reading comprehension in developing students’ ability to learn by reading, many researchers have investigated how to measure reading ability (e.g. Sabatini, Albro & O’Reilly, 2012). In view of the importance of assessing reading comprehension in developing students’ ability to learn by reading, many researchers have investigated how to measure reading ability Whereas mathematics has its special syntax and semantics, mathematics. Li education researchers have revealed that students’ reading comprehension of mathematics proof is complex and called for developing comprehensive frameworks for assessing students’ ability to learn mathematics by reading (Conradie & Frith, 2000; Mejia-Ramos, Fuller, Weber, Rhoads & Samkoff, 2012; Selden & Shepherd, 2013; Yang & Lin, 2008). The aim of this paper is to conceptualize an assessment framework and to apply it to designing questions to investigate students’ reading comprehension of geometric construction texts
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