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Revised Bloom’s taxonomy and major theories and frameworks that influence the teaching, learning, and assessment of mathematics: a comparison
This paper compares Revised Bloom’s Taxonomy (RBT) and some of the major theories and frameworks that influence the teaching, learning, and assessment of mathematics. This comparison has been made to help students and ...
Exploring students' mathematical performance, metacognitive experiences and skills in relation to fundamental theorem of calculus
Several studies have explored students’ understanding of the relationships between definite integrals and areas under curve(s). So far, however, there has been less attention to students’ understanding of the Fundamental ...
Revised Bloom's taxonomy and integral calculus: unpacking the knowledge dimension
In this paper, the knowledge dimension for Revised Bloom’s taxonomy (RBT) is unpacked for integral calculus. As part of this work, the 11 subtypes of the knowledge dimension are introduced, and through document analysis ...
Students’ mathematical performance, metacognitive experiences and metacognitive skills in relation to integral-area relationships
Previous studies have explored students’ understanding of the relationship between definite
integrals and areas under curves, but not their metacognitive experiences and skills while solving such problems. This paper ...
An assessment-based model for exploring the solving of mathematical problems: Utilizing revised bloom’s taxonomy and facets of metacognition
This paper provides a method that can be used to review the teaching, learning, and/or assessment of mathematics at either (or both of) the senior secondary and undergraduate levels. In this paper, how this method could ...
Exploring Engineering Undergraduate Students’ Attitudes toward Mathematical Problem Posing
Mathematics has a key role in engineering education. Without strong mathematical knowledge, engineering students often face difficulty in engineering courses. Previous studies have found that problem posing tasks can be ...