In this study, a teacher educator and in-service teachers collaborated to develop geometry texts that helped students improve their reading comprehension. The teachers used geometry texts, conducted classroom instruction, and, according to the Programme for International Student Assessment guidelines, designed assessment questions and observed students’ learning styles as a teaching reference. We developed reading materials, addressed geometric concepts—including the transversal line properties of parallel lines—and created assessments for math reading, thereby enabling students to access and retrieve, interpret and integrate, and reflect on and evaluate information. This study discovered the following: Integrating the history of mathematics into texts can help students understand geometric concepts. In addition, individual students exhibit significant differences in interpretation and integration skills. Furthermore, the arrangement of geometry reading texts should be focused on vital information, to enable students to understand the learning topic outline.
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Teaching practices for reading comprehension of geometry texts
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