Learning Objectives  Three Domains of Learning Objectives   Cognitive Domain   Affective Domain   Motor-Skills Domain

Learning Objectives  Three Domains of Learning Objectives   Cognitive Domain The cognitive domain includes those objectives which deal with the recall or recognition of knowledge and the development of intellectual abilities and skills. In elementary college math classes we are concerned with learning objectives in the cognitive domain.

Learning Objectives  Three Domains of Learning Objectives   Affective Domain The affective domain includes objectives which describe changes in interest, attitudes, and values, and the development of appreciations and attitude adjustment Objectives in this domain are not a part of elementary college math classes

Learning Objectives  Three Domains of Learning Objectives   Motor-Skills Domain The motor-skills domain includes those objectives which deal with the development of motor skills. Objectives in this domain are not a part of elementary college math classes

Learning Objectives  Six Classes of Learning Objectives in the Cognitive Domain The six major classes of learning objectives in the Taxonomy of Learning Objectives for the cognitive domain are: The six major classes of learning objectives in the Taxonomy of Learning Objectives for the cognitive domain are: 1.Knowledge 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation

Learning Objectives 1. Knowledge a) a)Terminology b) b)Facts c) c)Conventions d) d)Criteria e) e)Methodology f) f)Principles and Generalizations g) g)Theories and Structures

Learning Objectives 1. Knowledge a. a.Terminology Knowledge of the referents for specific verbal and non-verbal symbols.   To define technical terms by giving their attributes, properties, or relations.   Mastery of the terms peculiar to work in science   To acquire an understanding of the vocabulary used in quantitative thinking.

Learning Objectives 1. Knowledge b. b.Facts Knowledge of dates, events, persons, places, sources, of information, etc.   The recall of major facts about particular cultures.   The recall of the Fundamental Theorem of Arithmetic   The recall of the Quadratic Formula

Learning Objectives 1. Knowledge c. c.Conventions Knowledge of characteristic ways of treating and presenting ideas and phenomena. These are the usages, styles, and practices which are employed in a field because the workers find they suit their purposes or because they appear to suit the phenomena with which they deal.

Learning Objectives 1. Knowledge c. c.Conventions Knowledge of characteristic ways of treating and presenting ideas and phenomena.   Knowledge of the rules of punctuation   Knowledge of accepted forms of presenting the solution of a linear equation.   Knowledge of accepted forms of representing intervals on the number line.

Learning Objectives 1. Knowledge d. d.Criteria Knowledge of the criteria by which facts, principles, opinions, and conduct are tested and judged.   Know how to determine if a number is a solution of an equation.   Know how to determine if a process is correct.

Learning Objectives 1. Knowledge e. e.Methodology Knowledge of the methods of inquiry, techniques, and procedures employed in a particular subject field.   Knowledge of the procedure for solving linear equations.   Knowledge of the procedure for sketching the graph of a function.

Learning Objectives 1. Knowledge f. f.Principles and Generalizations Knowledge of particular abstractions which summarize observations of phenomena.   To know the major principles involved in learning   To know the general method for solving a linear equation

Learning Objectives 1. Knowledge g. g.Theories and Structures Knowledge of the body of principles and generalizations together with their interrelations which present a clear, rounded, and systematic view of a complex phenomena, problem, or field.   To understand the structure and organization if Congress.   To understand the relationships of the subsets of the real numbers.

Learning Objectives 2. Comprehension a. Translation Put a communication into another language, into other terms, or into another form of communication   The ability to translate a formula into words.   The ability to understand the graph of a function

Learning Objectives 2. Comprehension b. Interpretation Comprehend the relationships between major parts of a communication, so as to obtain a total view of the communication. Recognizing the essentials and differentiating them from the less essential portions of the communication. Identify and comprehend the major ideas in a communication and understand their interrelationships.

Learning Objectives 2. Comprehension b. b.Interpretation   The ability to distinguish major concepts employed in a mathematical process from the purely computational processes.

Learning Objectives 3. Application a. Problem Solving Ability to apply to a problem the correct abstraction without being prompted as to which abstraction is correct and without being prompted as to how to apply it in the problem.

Learning Objectives 3. Application a. Problem Solving Ability to apply laws, theorems, or other mathematical abstractions to new situations. Ability to apply theorems, laws, and other mathematical abstractions to practical situations.

Learning Objectives 3. Application a. Problem Solving   Ability to apply zero factor property to new situations.   Ability to use the quadratic formula to solve equations which are “quadratic in form”.   Ability to use elementary row operations in a system of equations as well as in matricies.

Learning Objectives In the algebra courses preceding calculus and in calculus courses we concentrate on objectives in the lowest three classes: Knowledge, Comprehension, and Application. There is virtually no expectation in the upper three classes of Analysis, Synthesis, and Evaluation. Therefore no elaboration of these highest three classes is presented.