A Framework for Assessing Reading Comprehension of Geometric Construction Texts

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.

Lise Öğrencilerinin Geometrik Yapı Metinlerini Okuma Anlayışlarının Değerlendirilmesi; Kare Örneği

“…Many researchers have even suggested that learning through reading can be improved (Sabatini, Albro and O'Reilly, 2012). However, it is stated that existing studies are insufficient in evaluating how texts are read by students and a framework is needed to evaluate how students read it to understand a structure text (Yang and Lin, 2018). In this context, Yang and Lin (2018) developed a framework of building texts that revealed the knowledge that students had in order to distinguish between shapes and figures, geometric relations and spatial realities.…”

“…However, it is stated that existing studies are insufficient in evaluating how texts are read by students and a framework is needed to evaluate how students read it to understand a structure text (Yang and Lin, 2018). In this context, Yang and Lin (2018) developed a framework of building texts that revealed the knowledge that students had in order to distinguish between shapes and figures, geometric relations and spatial realities. In this study, it is aimed to evaluate how the students make a reading in order to understand the geometric texts that explain the formation process of the square which is frequently encountered in primary, secondary and high school life.…”

Evaluación sumativa para la resolución de problemas en el área de Geometría

“…Debido a la perspectiva del área matemática en estudio, la cual concuerda con la OCDE (2017), MEP (2012) y Yang & Li (2018), los autores incluyen en sus instrumentos aspectos vinculados con la capacidad de describir, usar y visualizar los efectos de componer y descomponer formas geométricas.…”

“…De acuerdo con Yang & Li (2018) es necesario evaluar la comprensión de lectura, en particular si se le considera como medio de aprendizaje. Además, señalan que ser un buen lector, no garantiza ser buen lector de textos matemáticos.…”

“…Existen investigaciones sobre evaluación de los aprendizajes en resolución de problemas, que asumen el primero y segundo enfoque, por tanto, emplean ítems de selección única y respuesta corta, que utilizan la Teoría Clásica de los Test (TCT), Teoría de Respuesta al Ítem (TRI) o el Modelo de Rasch, para medir el aprendizaje de los conocimientos. Sin embargo, las herramientas son insuficientes para hacer alguna medición cuando se trata del aprendizaje obtenido mediante esta estrategia, la cual implica poner en funcionamiento algo más que el contenido matemático (Prieto y Delgado, 2003;Martinovic & Manizade, 2018;Nortvedt & Buchholtz, 2018;Yang & Li, 2018).…”