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Blooms Taxonomy in Math

The document discusses Blooms Taxonomy and how it can be applied to mathematical questioning. It outlines the six levels of Blooms Taxonomy - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation - and provides examples of mathematical questions that align with each level. The levels progress from basic recall and understanding to more complex analysis, synthesis of ideas, and evaluation.

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HANNA GALE
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6K views2 pages

Blooms Taxonomy in Math

The document discusses Blooms Taxonomy and how it can be applied to mathematical questioning. It outlines the six levels of Blooms Taxonomy - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation - and provides examples of mathematical questions that align with each level. The levels progress from basic recall and understanding to more complex analysis, synthesis of ideas, and evaluation.

Uploaded by

HANNA GALE
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Using Blooms Taxonomy in Mathematical

Questioning
Knowledge

o observation and recall of information


o knowledge of dates, events, places
o knowledge of major ideas
o mastery of subject matter
 What is a hexagon/parallel line/multiple?
 Can you list three properties of a triangle/of the number 3?
 Give the definition of a prime number/fraction/polygon.
 Describe the number/shape.
 Identify the triangle from this selection of shapes.
 Show me where the numerator is/where the edges are on the
shape.
 Label the numerator & denominator/right angles.
 Where are the sides/mixed numbers?

Comprehension
o understanding information
o grasp meaning
o translate knowledge into new context
o interpret facts, compare, contrast, order, group, infer
o predict consequence
 Can you explain what is happening when we rotate this shape 90
degrees clockwise/multiply this number by 10?
 What do we mean by equal angles/a squared number under 100?
 Can you summarise what (pupil’s name) said.
 Describe the number/shape.
 Interpret the Venn/Carroll Diagram.
 Can you predict what the next number of the sequence will be?
What the answer will be?
 What is the difference/the same from this selection of
shapes/numbers?
 Order these set of numbers from smallest to largest.
 Which is the best answer?
 Can you think of possible reasons why this happened?

Application

o use information
o use methods, concepts
o theories in new situation
o solve problems using required skills and/or knowledge
 How would you use a protractor/the tracing paper?
 What other examples can you find to explain your answer/of
multiples of 4?
 What would happen if this point of the line graph was at 0/we
could only use each number once?
 What other way could you start this calculation/investigation?
Analysis

o seeing patterns
o organisation of parts
o recognition of hidden meanings
o identification of components

 What evidence can you find that the statement is true/false?


 What are the features of a square number/quadrilateral?
 What information will you need to solve this problem/draw the
mystery shape?
 What conclusions can you draw from the graph/outcomes of the
investigation?
 Can you see a pattern?
 What might this mean?

Synthesis

o Use old ideas to create new ones


o generalise from given facts
o relate knowledge from several areas
o predict, draw conclusions

 How could we solve this 2-step problem/investigation?


 How would you check to see if your answer was correct?
 Suppose you could only use triangles/prime numbers/numbers
under 10. What would you do?
 If we know 4x7 = 28. What else do we know?
 Is there a rule we could apply to this sequence?

Evaluation

o compare and discriminate between ideas


o assess value of theories, presentations
o make choices based on reasoned argument
o verify value of evidence
o recognise subjectivity
 How effective was the strategies you used?
 Which strategy is better? Why?
 Compare the two interpretations of the graph/shape/number.
Which one gives a more accurate picture?
 What shall we do next? Why?
 If you were doing the investigation/graph interpretation again
what would you do?

J. Knapp 2/05

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