[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593068-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-593068-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","predicting-the-mathematical-abstraction-processes-using-the-revised-blooms-taxonomy-secondary-school-7th-graders","Predicting the Mathematical Abstraction Processes Using the Revised Bloom’s Taxonomy - Secondary School 7th Graders","","Investigates whether the abstraction processes of secondary school 7th graders can be observed through the Revised Bloom’s Taxonomy. Using purposeful sampling, eight students at a state secondary school in Turkey participated in a case study. Data were gathered via an interview form and analyzed through descriptive analysis. Results indicate that abstraction processes vary by taxonomy dimensions, requiring learners to reach at least the application level cognitively and conceptual knowledge in the knowledge dimension.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/predicting-the-mathematical-abstraction-processes-using-the-revised-blooms-taxonomy-secondary-school-7th-graders/593068/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/predicting-the-mathematical-abstraction-processes-using-the-revised-blooms-taxonomy-secondary-school-7th-graders/593068.png","ImageObject",300,407,{"name":42,"@type":43},"Aran","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study investigate about 7th graders’ learning?","Question",{"text":63,"@type":64},"It examines whether abstraction processes of secondary school 7th graders can be observed using the Revised Bloom’s Taxonomy.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"A case study design was used with eight students selected by purposeful sampling. Data came from researcher-developed interview forms and were analyzed using descriptive analysis.",{"name":70,"@type":61,"acceptedAnswer":71},"What levels of cognition and knowledge are linked to students who abstract information?",{"text":72,"@type":64},"The study concludes that abstraction requires at least the application level in the cognitive dimension and at least the conceptual knowledge level in the knowledge dimension.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593068,1792273538,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Predicting the Mathematical Abstraction Processes Using the Revised Bloom’s Taxonomy: Secondary School 7th  \nGraders1  \nBy ElifKilicoglu * & Abdullah Kaplan±  \nIn this study, it was investigated whether it would be possible to observe abstraction processes of secondary school 7th graders using the Revised Bloom‟s Taxonomy. For this purpose, eight students participated in the study. The study was conducted at a state secondary school in Turkey. Purposeful sampling method was used in the selection of students and different students were examined by their achievement levels. The research was modeled as a case study and the data were obtained through interviews. Therefore, the data were collected through an interview form developed by the researchers. The collected data were analyzed according to descriptive analysis method. The findings show that the abstraction process differs according to the dimensions of the taxonomy.  \nAccordingly, it was determined that a student who abstracts information should behave at least at the application level in the cognitive level and at least at the conceptual knowledge level in the knowledge dimension. It was also considered that the Revised Bloom‟s Taxonomy categorized the cognitive mechanisms required by abstraction processes thoroughly. Supporting this study with quantitative data is suggested so that the findings may become more significant.  \nKeywords: mathematical abstraction, mathematics education, equations, Revised Bloom‟s Taxonomy, APOS theory  \nIntroduction  \nMeel (2003) mentioned about the developmental processes of the concept of understanding included in mathematics literature and examined this process in three parts. „Understanding‟ in pre-1978 was generally considered equal to the development of relations within context while performing problem solving and algorithmic operations. Skemp‟s (1986) views were effective in the development of the concept of post-1978 „understanding‟, and this concept was examined and explained in four parts as relational, instrumental, logical and symbolic. Today, constructivist conceptualization for „understanding‟ is at the forefront. According to this perspective, understanding is constructed by shaping mental objects and making sense of the relationships between these objects (Meel, 2003). This perspective also summarizes the development of mathematical understanding. Mathematical understanding is a dynamic process that develops with abstractions (Dubinsky, 1991). This dynamic process continues to develop in a progressive form by updating itself especially with the change of theories.  \n*  \nAssociate Professor, Hatay Mustafa Kemal University, Turkey.  \n±Professor, Ataturk University, Turkey.  \n1This article is derived from the first author's doctoral dissertation.  \n[https://doi.org/10.30958/aje.9-2-4](https://doi.org/10.30958/aje.9-2-4) doi=10.30958/aje.9-2-4  \nAlong with the changes in learning theories, especially the studies conducted in recent years have generally revealed how learning developed rather than the level of learning (Dreyfus, 2020; Kidron & Monaghan, 2009; Monaghan & Ozmantar, 2006; Presmeg, 2020; Van Es, Cashen, Barnhart, & Auger, 2017). In the current study, it was aimed to depict how the concepts related to the sublearning domain of equation were structured. The developmental processes of these concepts were examined by two different structures: APOS theory as a theory of abstraction (Dubinsky, 1991) and the Revised Bloom‟s Taxonomy-RBT (Krathwohl, 2002). Both structures have meanings in accordance with the philosophy of constructivist teaching. In addition, carrying out analyses in accordance with both structures is a challenging process. It is an important example for researchers, teachers or prospective teachers who are interested in the subject. For the purpose of the research, answers for the following problems were searched:  \nWhat is the possibility of observing abstraction processes of the secondary school 7th graders ","cbCaiitoU7lzkQVo","https://ap.wps.com/l/cbCaiitoU7lzkQVo","pdf",475378,"English","# Introduction\n## Theoretical Framework\n### Mathematical Abstraction\n# Research Questions","[{\"question\":\"What does the study investigate about 7th graders’ learning?\",\"answer\":\"It examines whether abstraction processes of secondary school 7th graders can be observed using the Revised Bloom’s Taxonomy.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A case study design was used with eight students selected by purposeful sampling. Data came from researcher-developed interview forms and were analyzed using descriptive analysis.\"},{\"question\":\"What levels of cognition and knowledge are linked to students who abstract information?\",\"answer\":\"The study concludes that abstraction requires at least the application level in the cognitive dimension and at least the conceptual knowledge level in the knowledge dimension.\"}]","Predicting the Mathematical Abstraction Processes Using the Revised Bloom’s Taxonomy - Secondary School 7th Graders | PDF",1792076536]