Analysis of calculus textbook problems via Bloom's taxonomy

buir.contributor.authorKaraali, Gizem
buir.contributor.orcidKaraali, Gizem|0000-0002-0502-8358
dc.citation.epage218en_US
dc.citation.issueNumber3en_US
dc.citation.spage203en_US
dc.citation.volumeNumber33en_US
dc.contributor.authorPehlivan, L.
dc.contributor.authorKaraali, Gizem
dc.date.accessioned2023-02-23T18:11:24Z
dc.date.available2023-02-23T18:11:24Z
dc.date.issued2022-04-15
dc.departmentDepartment of Mechanical Engineeringen_US
dc.description.abstractIn 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.en_US
dc.identifier.doi10.1080/10511970.2022.2048931en_US
dc.identifier.eissn1935-4053
dc.identifier.urihttp://hdl.handle.net/11693/111665
dc.language.isoEnglishen_US
dc.publisherTaylor & Francis Inc.en_US
dc.relation.isversionofhttps://doi.org/10.1080/10511970.2022.2048931en_US
dc.source.titlePRIMUSen_US
dc.subjectBloom's taxonomyen_US
dc.subjectCalculusen_US
dc.subjectTextbook analysisen_US
dc.titleAnalysis of calculus textbook problems via Bloom's taxonomyen_US
dc.typeArticleen_US

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