## MATHEMATICS TEACHERS ’ INTERPRETATION OF HIGHER-ORDER THINKING IN BLOOM’S TAXONOMY

### BibTeX

@MISC{Thompson_mathematicsteachers,

author = {Tony Thompson},

title = {MATHEMATICS TEACHERS ’ INTERPRETATION OF HIGHER-ORDER THINKING IN BLOOM’S TAXONOMY},

year = {}

}

### OpenURL

### Abstract

ABSTRACT. This study investigated mathematics teachers ’ interpretation of higher-order thinking in Bloom’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 Bloom’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 Bloom’s Taxonomy and creating test items for higher-order thinking. Alternatives to using Bloom’s Taxonomy to help mathematics teachers assess for higher-order thinking are discussed.