The Effect of Proof Format on Reading Comprehension of Geometry Proof: The Case of Indonesian Prospective Mathematics Teachers

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.