'Unless you try to do something beyond what you have already mastered, you will never grow. '
- Ralph Waldo Emerson
What a great idea we had from Sue Pine in our staff meeting today! Using Blooms Taxonomy to bring a deeper level of questioning to mathematics teaching is a fabulous tool to developing critical thinking.
- Memory: The student recalls or memorises information
- Translation: The student changes information into a different symbolic form or language.
- Interpretation: The student discovers relationships among facts, generalisations, definitions, values and skills.
- Application: The student solves a life-like problem that requires identification of the issue and selection and use of appropriate generalisations and skills.
- Analysis: The student solves a problem in the light of conscious knowledge of the parts of the form of thinking.
- Synthesising: The student solves a problem that requires original, creative thinking
- Evaluation: The student makes a judgement of good or bad, right or wrong, according to the standards he values.
(Taken from worksheet given at meeting, written by Jenni Way)
When thinking along these lines, constructing questions for mathematical challenges seems very clear - life-like problems, identifying the issue, selecting appropriate strategies, finding patterns and relationships, identifying mathematical language, evaluating one's answer.
What a useful resource to help with encouraging critical thinking.