Analysis of Higher Order Thinking Skills of Intended Mathematics Learning Outcomes in India

This study explores the integration of Higher Order Thinking Skills (HOTS) within the cognitive processes and knowledge dimensions of Bloom’s Revised Taxonomy (BRT) regarding the intended learning outcomes of the secondary-level mathematics curriculum in India, analysing data obtained from the National Council of Educational Research and Training (NCERT) website. The researchers employed a content analysis method to achieve the study’s objectives. The reliability of the analy- sis is ensured through Cohen’s kappa inter-rater reliability and percentage agreement, while method validity is established through expert opinion. The findings reveal a limited diversity in cognitive demands. The distribution of intended learning outcomes indicates a nearly equal emphasis on higher and lower-order thinking skills, with a notable focus (42.86%) on the ‘apply’ cognitive level. Procedural knowledge dominates at 80.85%, whereas conceptual and factual knowledge account for 16.67% and 2.38%, respectively. Our findings also indicate no significant difference in the distribution of expected learning outcomes concerning cognitive processes and knowledge dimensions between the grades. These findings provide insights for educators and stakeholders in the field of mathematics education in India, offering a foundation for enhancing instructional design and assessment strategies in secondary-level classes.