Teaching Mathematics in Further Education and Trai
Exam (elaborations)
TMS3725 Assignment 4 Due 29 August 2024
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Course
Teaching Mathematics in Further Education and Trai
Institution
University Of South Africa
Book
Supporting Maths and English in Post-14 Education and Training
Question 1
1.1.1 Classification of Questions According to Bloom's Taxonomy
Bloom's Taxonomy Levels:
Remembering: this is the lowest level in which students recall facts, terms, basic
concepts, or answers without necessarily understanding what they are doing.
Example: "State the formula for th...
Teaching Mathematics in Further Education and Trai
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TMS3725
Assignment 4 2024
Unique No: 238502
DUE 29 August 2024
, Question 1
1.1.1 Classification of Questions According to Bloom's Taxonomy
Bloom's Taxonomy Levels:
Remembering: this is the lowest level in which students recall facts, terms, basic
concepts, or answers without necessarily understanding what they are doing.
Example: "State the formula for the area of a circle."
Reason: This requires the students to remember a certain formula without them
having to understand the depth of applying it.
Understanding: This requires the student to state reasons and give explanations for
ideas or concepts, thereby showing a deeper understanding of the material than just
recall.
Example: "Explain why the Pythagorean theorem holds for right-angled
triangles."
Reason: The students have to give an explanation for the underlying concepts and
rationale behind a mathematical principle.
Applying: The student applies information in new situations. This involves solving
problems by applying learned principles or methods.
Example: "Solve the quadratic equation x2−5x+6=0
Reason: This probes the student's ability to apply known methods to solve particular
problems.
Analyzing: In this level, students need to break down complex information into
components and see the overall structure.
Example: "Compare and contrast the graphs of linear and quadratic
functions."
Reason: The student needs to analyze the characteristics of different kinds of
functions in a way that he understands their differences and similarities.
Evaluating: Students at this level make judgments by checking and critiquing the
ideas presented according to criteria and standards.
Example: "Justify whether the solution to the system of equations is valid or not."
Reason: This asks the student to check if a solution is valid and give reasons to
support any judgement.
Create: This highest level requires the students to generate new ideas or construct
new models based on learnt concepts.
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