The impact of proof presentation format and a process writing environment on the ability of grade seven students to construct proof

Abstract

This study aimed to compare the effect of using different presentation formats of writing geometric proof on students’ proof construction ability. The students were in grade 7 and their distribution into three sections was predetermined by the school. The design of the study followed a quasi-experimental one in intact classes of 52 students. The study followed a Posttest with Nonequivalent Groups Design. The treatment lasted 2 weeks and following, a test was administered to assess students’ proof construction ability as measured by their level of reasoning. The Structure of the Learned Outcomes (SOLO) was used to define and measure student level of reasoning. One section received instruction in using the paragraph format in proof, another section in using the two-column format, and the third section in using the free format, all within a process writing environment. No significant differences were found between the level of reasoning of the two-column format group and the paragraph format group. There was a significant difference between the paragraph format group and the free format and between the two-column format and the free format. Moreover, the qualitative analysis showed differences between the free format group and the other two in student level of reasoning. The results of the study suggest that structure may be necessary in the writing of proof specifically for students who are being introduced to proof for the first time.