Analysis of Calculus Textbook Problems via Bloom's Taxonomy

Autor/inn/en	Alayont, Feryal; Karaali, Gizem; Pehlivan, Lerna
Titel	Analysis of Calculus Textbook Problems via Bloom's Taxonomy
Quelle	In: PRIMUS, 33 (2023) 3, S.203-218 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karaali, Gizem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2022.2048931
Schlagwörter	Textbooks; Textbook Evaluation; Calculus; Mathematics Instruction; Taxonomy; Test Items; Content Analysis; Teaching Methods; Learning Activities; Thinking Skills; College Students; Learning Processes; Cognitive Processes; Instructional Design; Instructional Effectiveness; Questioning Techniques; Difficulty Level + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Taxonomie; Test content; Testaufgabe; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Denkfähigkeit; Collegestudent; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Befragungstechnik; Fragetechnik; Schwierigkeitsgrad
Abstract	In calculus courses, instructors often use the end-of-section problems in a textbook in homework assignments or other course assessments. As a result, these problems influence the teaching and learning of calculus. In this study, we examine the levels of cognitive demand of these problems in a mainstream calculus textbook and classify them within the framework of Bloom's Taxonomy. We provide examples of the types of problems assigned to each of the six categories in this taxonomy and share some of the deliberations that led us to these assignments. Finally, we discuss the implications of our results for teaching calculus courses. We believe that our analysis will help calculus instructors be more cognizant of the cognitive demand of problems when assigning them for homework and, as a result, help them to appropriately support, assess, and enhance their students' understanding of the topics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01