Mathematics Teachers’ Interpretation of Higher-Order Thinking in Bloom’s Taxonomy

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.