Identifying Pupil’s Cognitive Level in Fractions Using Bloom’s Taxonomy
Ummu Husna Azizan, Faridah Ibrahim

Abstract
Fractions have a distinct new way of interpretation and do not represent absolute amount as the more familiar whole numbers and this will created problems among pupils. Pupil’s cognitive level in fractions still at a very low level because there were many misconceptions occur among pupils in school nowadays. In this paper, Bloom’s taxonomy is used to measure pupil’s cognitive level and thinking skills in fractions. Fractions questions were built on according to the level of Bloom’s taxonomy based on the cognitive domain. The lowest three levels of Bloom’s taxonomy will be the most priority in this paper. The data were analyzed using SPSS and the frequencies of pupils who got the correct answer were recorded.

Full Text: PDF