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This study is a case study with quantitative analysis methods. It aims to explore the proportion of contents for HOTS within Chinese mathematical textbooks.The study defined HOTS in mathematics and provided an assessment framework based on the revised Bloom's taxonomy. The assessment framework was then used to categorize all exercise questions in the Chinese senior high school mathematics textbook. The instrument content validity was obtained through the focus group discussion forum, and the Delphi technique. The result shows that HOTS accounts for 48.18%, dominated by questions classified as analyzing (C1) totaling around 40.08%, there are still a few questions classified as evaluating (C2) of around 6.48% or creating (C3) around 1.62%, which reflects China's emphasis on cultivating students’ HOTS.

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Analysis of Higher-Order Thinking Skills Content in Chinese High School Mathematics Textbook

  • 会议论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年

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  • Guihua Huang,
  • Wenying Han,
  • Yiyao Liu

摘要

This study is a case study with quantitative analysis methods. It aims to explore the proportion of contents for HOTS within Chinese mathematical textbooks.The study defined HOTS in mathematics and provided an assessment framework based on the revised Bloom's taxonomy. The assessment framework was then used to categorize all exercise questions in the Chinese senior high school mathematics textbook. The instrument content validity was obtained through the focus group discussion forum, and the Delphi technique. The result shows that HOTS accounts for 48.18%, dominated by questions classified as analyzing (C1) totaling around 40.08%, there are still a few questions classified as evaluating (C2) of around 6.48% or creating (C3) around 1.62%, which reflects China's emphasis on cultivating students’ HOTS.