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.