Abstract
This study aims to investigate the effects of the use of multiple geometry proof formats on Indonesian students’ reading comprehension of geometry proof (RCGP). Four classes of prospective secondary mathematics teachers (N=125), aged 18 to 19 years, participated in this quasi-experimental study. While the experimental group was instructed in three proof formats (paragraph, two-column and flow-chart proof), the control group was instructed in only the two-column proof format. Similar pre- and post-tests, based on Yang and Lin’s (2008) RCGP test, were administered to both groups. N-Gain scores were used to determine the improvement of both groups. The N-Gain scores showed significantly more improvement of students’ RCGP in the experimental group. More detailed analysis indicated that the use of multiple proof formats supports the students’ understanding of the facets of logical status of statements and the critical ideas in the proof. This study shows the benefits of offering multiple proof formats to support prospective mathematics teachers’ RCGP.
Highlights
Most of the geometry teaching in Indonesian secondary schools focuses on introducing properties of geometric figures such as similarity and congruence of polygons and their application in measurement problems (Ministry of Education and Culture, 2013, 2016; National Education Standard Board, 2020)
This study aims to investigate the effects of the use of multiple geometry proof formats on Indonesian students’ reading comprehension of geometry proof (RCGP)
This current study compared the effects of the use of multiple formats of presenting geometry proof on prospective mathematics teachers’ reading comprehension of geometry proof (RCGP)
Summary
Most of the geometry teaching in Indonesian secondary schools focuses on introducing properties of geometric figures such as similarity and congruence of polygons (e.g., triangle, rectangle, etc.) and their application in measurement problems (Ministry of Education and Culture, 2013, 2016; National Education Standard Board, 2020). In Indonesia, geometry proof is formally introduced in the first year at the university level, in the study programs of mathematics and mathematics education. The first author is a lecturer in Euclidean Geometry for Indonesian prospective mathematics teachers (PMT) (aged 18-19 years) at a teacher education university in Indonesia. At this university, students observe in class how teachers present a proof, read proofs in their mathematics textbooks and construct their own proof of theorems and geometric propositions. Students observe in class how teachers present a proof, read proofs in their mathematics textbooks and construct their own proof of theorems and geometric propositions Through these activities, students are expected to comprehend proofs. Proof comprehension along with proof construction, proof validation and proof evaluation are expected learning outcomes at the university level (Selden, 2012)
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