Roberta's Blog

Higher Level Questions

Posted on: February 27, 2010

What level(s) of Bloom’s Taxonomy most closely align with the level(s) of the van Hiele Model? Justify your thinking.

Bloom’s Taxonomy Van Hiele Model Justification
Knowledge, Comprehension Level 0- Concrete Students know what the shapes are based on what they look like.
Analysis Level 1- Analysis Students can identify the properties of shapes.
Application, Analysis, Evaluation Level 2- Informal Deduction Students would be able to illustrate their understanding of a theorem through informal deduction
Evaluation, Synthesis Level 3- Deduction Students are able to arrange statements in an order that develops a proof that is accurate
Knowledge, Evaluation, Application Level 4- Rigor Students are able to complete proofs by providing supporting theorems and definitions

 Answer the question asked in the article: “How can you use the van Hiele levels to help students learn mathematics?”

Helping students learn mathematics involves as much application as possible. Every year there are students in classes that are at different levels of understanding. According to the article it is advantageous to all students to work together on the same problem. I need to work harder on placing students of different levels in the same group. As an instructor I need to work harder on modeling all the levels of the van Hiele. I need to remember to use the correct terminology and appropriate tools when presenting concepts to my students. I must also remember to start at the lowest level and work my way through them regardless of where I think the students are located.

Review the “Guiding Questions for Group Discussion.” Using the Questioning Cue Words from Module 4 < link to table from previous module>, develop additional questions that you could ask students if you were to use this lesson in your classroom. Use the Bloom’s Question worksheet you used in Module 4.

  • How many units are needed to increase the perimeter to 16 units?
  • Give examples of figures with a perimeter of 16 units.
  • Demonstrate the largest figure that can be created but still have a perimeter of 16 units.
  • Create a figure that has the largest area with a perimeter of 16.
  • Argue if it is or is not possible to create a figure with an odd perimeter.
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  • bkgeary: I like the idea of letting the student pick the material. Students never fail to amaze me with the great ideas that they come up with. I think that
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