View in EDS HTML Full Text PDF Full Text

A Framework for Assessing Reading Comprehension of Geometric Construction Texts.

Saved in:
Bibliographic Details
Title: A Framework for Assessing Reading Comprehension of Geometric Construction Texts.
Authors: Yang, Kai-Lin1 kailin@ntnu.edu.tw, Li, Jian-Lin2
Source: International Journal of Science & Mathematics Education. Jan2018, Vol. 16 Issue 1, p109-124. 16p.
Subject Terms: *Reading comprehension, *Comprehensive instruction (Reading), *Context effects (Psychology), Geometrical constructions, Euclidean geometry
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. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 127192680
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Framework for Assessing Reading Comprehension of Geometric Construction Texts.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Yang%2C+Kai-Lin%22">Yang, Kai-Lin</searchLink><relatesTo>1</relatesTo><i> kailin@ntnu.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Li%2C+Jian-Lin%22">Li, Jian-Lin</searchLink><relatesTo>2</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Jan2018, Vol. 16 Issue 1, p109-124. 16p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehensive+instruction+%28Reading%29%22">Comprehensive instruction (Reading)</searchLink><br />*<searchLink fieldCode="DE" term="%22Context+effects+%28Psychology%29%22">Context effects (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Geometrical+constructions%22">Geometrical constructions</searchLink><br /><searchLink fieldCode="DE" term="%22Euclidean+geometry%22">Euclidean geometry</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=127192680
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10763-016-9770-6
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 109
    Subjects:
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Comprehensive instruction (Reading)
        Type: general
      – SubjectFull: Context effects (Psychology)
        Type: general
      – SubjectFull: Geometrical constructions
        Type: general
      – SubjectFull: Euclidean geometry
        Type: general
    Titles:
      – TitleFull: A Framework for Assessing Reading Comprehension of Geometric Construction Texts.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Yang, Kai-Lin
      – PersonEntity:
          Name:
            NameFull: Li, Jian-Lin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: Jan2018
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-print
              Value: 15710068
          Numbering:
            – Type: volume
              Value: 16
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of Science & Mathematics Education
              Type: main
ResultId 1