The changing expectations for the reading of geometric diagrams
Files
Final author draft
Date
2017
DOI
Authors
Dietiker, Leslie
Brakoniecki, Aaron
Riling, Meghan
Version
OA Version
Citation
L Dietiker, A Brakoniecki, M Riling. "The changing expectations for the reading of geometric diagrams." (2017). The Annual Meeting of the Psychology of Mathematics Education, North American Chapter. Indianapolis, IN.
Abstract
Students studying geometry at the
secondary level are expected to read diagrams in different
ways than those in elementary school. In this paper, we present an analysis of the changes in
diagrammatic expectations by comparing the geometric diagrams found in Grade 1 U.S.
textbooks with those in U.S. high school geometry textbooks. This work included developing and
using a coding scheme that recognizes dimensions of reading a diagram geometrically, including
the type of object represented, use of deduction, use of mental redrawing, interpretation of
markings, and the necessity of the diagram. The way in which elementary and secondary
students are expected to interpret diagrams was shown to change along several of these
dimensions, posing potential learning barriers for students. We end our paper with a discussion
of what our results mean for the learning of geometry.