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ERIC Number: ED221253
Record Type: RIE
Publication Date: 1982-Apr-3
Pages: 17
Abstractor: N/A
Reference Count: 0
Using Bloom's Taxonomy for Precision Planning and Creative Teaching in the Developmental Math Classroom.
Covington, Helen C.; Tiballi, Terry
The process of applying Bloom's Taxonomy of Educational Objectives to developmental math classes is described in this paper. The first section provides background and identifies the six steps in the cognitive domain, arranged from the lowest to the most complex level of learning, as knowledge, comprehension, application, analysis, synthesis, and evaluation. Next, the advantages of applying the taxonomy to developmental math courses are outlined, in terms of its role in aiding students to overcome math anxiety and in providing a structure within which the instructor can articulate the behavioral objectives for the students. Then, the use of the taxonomy for lesson planning and creative teaching is discussed, using as an example a lesson involving quadratic equations. First, the formula is stated and the students are asked to memorize it. Second, the students relate the general formula to specific applications. Third, students are asked to solve problems using the equation. Fourth, students apply the skills learned to solving word problems and relating quadratic equations to other types of equations. Fifth, students are taught to synthesize the knowledge of quadratic equations attained and other algebraic techniques. Finally, methods of problem solving are evaluated on the basis of their validity, precision, and elegance. Appendices provide additional lesson plans, applying Bloom's taxonomy to the study of simple set notation, right triangles solving, and curve sketching. (HB)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Blooms Taxonomy
Note: Paper presented at the Western College Reading Association Convention (San Diego, CA, April 3, 1982). Small print in tables may be marginally legible.