Task Structure by Bloom Taxonomy in The Mathematics Textbooks of Lower Elementary Classes

Sa？etak Problem solving is the most common activity that students do in teaching mathematics. This paper presents a brief description of the concept of a mathematical task, its role in teaching, and stages that have to be approached to solving problems. The classification of tasks in teaching mathematics is made according to its cognitive complexity. The aim of the paper was to check if the tasks in randomly selected mathematics textbooks are directed to students’ active mathematics learning and to which extension. Bloom's taxonomy served us in this situation with its six levels of cognitive processes. Learning goals (outcomes), typical active verbs, and most common mathematics textbook tasks are named for each level. The textbooks were also analyzed from the aspect of classification commonly used in elementary mathematics teaching, introduced by Josip Markovac. From the insight of the results, one can easily conclude that they are not fully aligned with contemporary teaching and do not include all levels of cognitive processes. The textbooks mostly contain numerical tasks that relate to factual knowledge, covering the lowest levels of cognitive processes, while tasks that encourage students to use higher thought processes are left out