Higher-Order Questioning in Mathematics: Using Bloom’s Taxonomy

Develop practical strategies for using Bloom’s Taxonomy to deepen mathematical thinking and reasoning through effective questioning. Trosolwg Mae cwestiynu effeithiol wrth wraidd addysgu mathemateg o ansawdd uchel. Bydd y sesiwn dysgu proffesiynol hon yn archwilio sut y gellir defnyddio Tacsonomeg Bloom fel fframwaith ymarferol i gynllunio cwestiynau sy'n datblygu meddwl, rhesymu a sgiliau datrys problemau dysgwyr yn raddol. Bydd cyfranogwyr yn ystyried hierarchaeth Bloom, yn archwilio sut y gall gwahanol fathau o gwestiynau hybu meddwl mathemategol mwy soffistigedig, ac yn ystyried yr effaith fwriadol y gall cwestiynu lefel uwch ei chael ar ddysgu ac ymgysylltiad disgyblion.Drwy weithgareddau cydweithredol ac enghreifftiau mathemategol ymarferol, bydd cyfranogwyr yn dadansoddi cwestiynau presennol, yn nodi eu safle o fewn hierarchaeth Bloom, ac yn datblygu eu dilyniannau eu hunain o gwestiynau sy'n cwmpasu ystod o lefelau her gwybyddol. Bydd y sesiwn yn dangos sut y gall cwestiynu wedi'i gynllunio'n ofalus symud dysgwyr y tu hwnt i gofio a rhuglder gweithdrefnol tuag at ddadansoddi, gwerthuso a chreu.Bydd y cwrs hefyd yn dangos sut y gall offer AI gefnogi athrawon i gynhyrchu a mireinio cwestiynau, adolygu asesiadau a chynllunio profiadau dysgu cynnyddol sy'n herio dysgwyr ar wahanol lefelau dealltwriaeth. Cynulleidfa Darged Ymarferwyr mathemateg cynradd ac uwchradd, arweinwyr rhifedd, arweinwyr cwricwlwm ac athrawon sy'n dymuno cryfhau eu technegau cwestiynu a datblygu sgiliau meddwl lefel uwch eu dysgwyr. Mae'r sesiwn yn addas ar gyfer athrawon ar draws pob cyfnod sy'n awyddus i gyfoethogi deialog yn yr ystafell ddosbarth, cynyddu lefel yr her, a chreu cyfleoedd mwy ystyrlon ar gyfer rhesymu a datrys problemau mathemategol. Amcanion y Sesiwn Erbyn diwedd y sesiwn bydd cyfranogwyr yn gallu: • Deall egwyddorion Tacsonomeg Bloom a'i pherthnasedd i addysgu mathemateg. • Gwerthuso cwestiynau dosbarth presennol a nodi eu lefel o her wybyddol o fewn hierarchaeth Bloom. • Dylunio dilyniannau pwrpasol o gwestiynau mathemategol sy'n symud yn raddol o gofio a deall tuag at ddadansoddi, gwerthuso a chreu. • Archwilio enghreifftiau ymarferol o gwestiynu lefel uwch ar draws amrywiaeth o bynciau mathemategol. • Defnyddio offer AI i gefnogi cynllunio, cynhyrchu cwestiynau ac adolygu asesiadau. • Datblygu dulliau sy'n hyrwyddo meddwl dyfnach, rhesymu a datrys problemau ar draws y cwricwlwm mathemateg. Overview Effective questioning is at the heart of high-quality mathematics teaching. This professional learning session explores how Bloom’s Taxonomy can be used as a practical framework to design questions that progressively develop learners’ thinking, reasoning and problem-solving skills. Participants will examine the revised Bloom’s hierarchy, consider how different question types can promote increasingly sophisticated mathematical thinking, and explore the intentional impact that higher-order questioning can have on pupil learning and engagement.Through a range of collaborative activities and real mathematical examples, participants will analyse existing questions, identify their position within Bloom’s hierarchy, and develop their own sequences of questions spanning a range of cognitive demand. The session will demonstrate how carefully structured questioning can move learners beyond recall and procedural fluency towards analysis, evaluation and creation.The course will also showcase how AI tools can support teachers in generating and refining questions, evaluating assessments, and planning progressive learning experiences that challenge learners at different levels of understanding. Target Audience Primary and secondary mathematics practitioners, numeracy leaders, curriculum leaders and teachers seeking to strengthen their questioning techniques and develop learners’ higher-order thinking skills. The session is suitable for teachers across all phases who wish to enhance classroom dialogue, improve challenge, and create richer opportunities for mathematical reasoning and problem solving. Session Aims By the end of the session participants will: • Understand the principles underpinning Bloom’s Taxonomy and its relevance to mathematics teaching. • Evaluate existing classroom questions and identify their level of cognitive challenge within Bloom’s hierarchy. • Design purposeful sequences of mathematical questions that move progressively from recall and understanding to analysis, evaluation and creation. • Explore practical examples of higher-order questioning linked to a range of mathematical topics. • Use AI tools to support planning, question generation and assessment review. • Develop approaches that promote deeper thinking, reasoning and problem-solving across the mathematics curriculum.