Özet:

  The aim of this study was to introduce “Revised Bloom Taxonomy” and apply it to field of learning algebra in New Elementary Turkish Mathematics Pro- grams (for grades 6-8).   Anderson at all (2001) revised Bloom Taxonomy in order to eliminate defi- ciencies and contradictions, improve and make it more modern, and renamed it as “Revised Bloom Taxonomy”. It has a two-dimension framework: Knowledge which indicates subject matter (content) and cognitive process which indicates a description of what is to be done with or to that content. Each dimension was categorized into two-dimensional table, the vertical dimension of which table consists of four types of knowledge: Factual Knowledge, conceptual knowledge, procedural knowledge, and meta-cognitive knowledge, and the horizontal dimension of which consists of six categories of cognitive processes: Remember, understand, apply, evaluate, and cre- ate. Thus, revised taxonomy gave us the opportunity to evaluate the objectives and learning from not only knowledge point but also process point. When the objectives in field of learning algebra were evaluated with revised taxonomy, Mathematics Education Program seemed to aim to more generally conceptual and procedural knowledge than the other knowledge categories. In cognitive processes, it is aimed to develop upper-thinking skills like “analyze” and “create” even if low thinking skills such as “understand” and “apply” weight more.  

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