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      Analysis of calculus textbook problems via Bloom's taxonomy

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      Author(s)
      Pehlivan, L.
      Karaali, Gizem
      Date
      2022-04-15
      Source Title
      PRIMUS
      Electronic ISSN
      1935-4053
      Publisher
      Taylor & Francis Inc.
      Volume
      33
      Issue
      3
      Pages
      203 - 218
      Language
      English
      Type
      Article
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      Abstract
      In calculus courses, instructors often use the end-of-section problems in a textbook in homework assignments or other course assessments. As a result, these problems influence the teaching and learning of calculus. In this study, we examine the levels of cognitive demand of these problems in a mainstream calculus textbook and classify them within the framework of Bloom's Taxonomy. We provide examples of the types of problems assigned to each of the six categories in this taxonomy and share some of the deliberations that led us to these assignments. Finally, we discuss the implications of our results for teaching calculus courses. We believe that our analysis will help calculus instructors be more cognizant of the cognitive demand of problems when assigning them for homework and, as a result, help them to appropriately support, assess, and enhance their students' understanding of the topics.
      Keywords
      Bloom's taxonomy
      Calculus
      Textbook analysis
      Permalink
      http://hdl.handle.net/11693/111665
      Published Version (Please cite this version)
      https://doi.org/10.1080/10511970.2022.2048931
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