A Study on K5 students’ mathematical problem solving based on Revised Bloom Taxonomy and psychological factors contribute to it

Abstract

In this study, Revised Bloom’s Taxonomy (RBT) was used as a touchstone for obtaining a profile of K5 students’ mathematical problem solving in different cognitive process and levels of knowledge. In addition, the relationship between students’ mathematical problem solving and psychological factors (i.e. Mathematics Anxiety, Mathematics Attitude, Mathematics Attention, Working Memory Capacity and Cognitive Style) has been discussed through the lens of RBT. A total 212 K5 girls (aged 11-12 years old) were tested on (1) K5 Mathematics questions based on RBT, (2) Digit Span Backwards Test (DBT), (3) Cognitive style (FD/FI) test, (4) Mathematics Anxiety Rating Scale, (5) Modified Fennema-Sherman Attitude Scales, (6) Mathematics Attention Test. Data of this research was analyzed by MANOVA repeated measure, General Linear models and graphs error bars from SPSS (Statistical Package for the Social Sciences) software. Obtained results indicate that students’ have serious difficulties in solving Metacognitive knowledge problems and those concern to complex cognitive process. Moreover, psychological factors in question could predict Mathematical problem solving in different cognitive process and levels of knowledge. Overall, these findings could help to provide some practical implications for adapting problem solving skills and effective teaching/learning.