The Effect of Using Proof Formats Incorporating with Cognitive and Metacognitive Reading Strategies on Reading Comprehension of Geometry Proof
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Abstract
Geometry proof is an important topic in the mathematics curriculum. Students have difficulty using geometry proofs. Even students who take several university-level advanced mathematics courses are unable to understand geometric proofs. This research aimed to study the effect of using proof formats incorporating cognitive and metacognitive reading strategies on the reading comprehension of geometry proof of pre-service mathematic teachers. The participants were 56 students of Mathematic, Faculty of Education, Loei Rajabhat University, in fundamental geometry. There were 28 students in the experimental group and 28 students in the control group by purposive sampling method. They participated in this quasi-experimental study. While the experimental group was instructed in three proof formats (paragraph proof, two-column proof, and flow-chart proof) with cognitive and metacognitive reading strategies, the control group was instructed in only the paragraph proof format. The instruments for data collection were reading comprehension of geometry proof ability tests. Both groups had the pre-test and post-tests of reading comprehension of geometry proof ability. The data were analyzed by descriptive statistics and t-tests. The results of the research showed that N-gain scores showed significantly more improvement in students’ RCGP in the experimental group. The proof formats with cognitive and metacognitive reading strategies support the students’ understanding of the facets of basic knowledge, logical status, summarization, generality and application, and the critical ideas in the proof. This research shows the benefits of offering multiple proof formats with cognitive and metacognitive reading strategies to support pre-service mathematic teachers’ RCGP.
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