%0 Journal Article
%T Mathematics TeachersĄ¯ Interpretation of Higher-Order Thinking in BloomĄ¯s Taxonomy
%A Tony Thompson
%J International Electronic Journal of Mathematics Education
%D 2008
%I Gokkusagi Ltd.
%X This study investigated mathematics teachersĄ¯ interpretation of higher-order thinking in BloomĄ¯s Taxonomy. Thirty-two high school mathematics teachers from the southeast U.S. were asked to (a) define lower- and higher-order thinking, (b) identify which thinking skills in BloomĄ¯s Taxonomy represented lower- and higher-order thinking, and (c) create an Algebra I final exam item representative of each thinking skill. Results indicate that mathematics teachers have difficulty interpreting the thinking skills in BloomĄ¯s Taxonomy and creating test items for higher-order thinking. Alternatives to using BloomĄ¯s Taxonomy to help mathematics teachers assess for higher-order thinking are discussed.
%K Higher-order Thinking
%K Bloom's Taxonomy
%K U.S. High School Mathematics Teachers
%K Algebra
%K Assessment
%U http://www.iejme.com/022008/d2.pdf