Cognitive levels in mathematical examinations of the 10th class of the period from 2011 to 2014 in Mozambique

Abstract

The article discusses the distribution of the tasks of mathematical exams of the 10th class in cognitive levels of Bloom Taxonomy. To do this, we selected, based on the availability, eight statements of exams from the period of 2011 to 2014. In the possession of these statements, we focus our attention on the tasks. We have identified the main purpose of each task. We then cross-check the results of all tasks by adjusting them according to the Bloom Taxonomy ordering. Thus, we conducted a documentary research focusing on qualitative research in order to ascertain the predominance of cognitive levels in the selected exams. The analysis of the statements was based on the technique of Content Analysis (Bardin, 2011). We conclude that the predominance of cognitive levels in the study period is not balanced because there are more privileged levels than others. Likewise, we find that there is more emphasis on tasks that lead to understanding. Since the exams do not present many complex tasks, we suggest a deep reflection about the causes of the low achievement in the exams.