ANALYSIS OF GEOMETRY AND COORDINATE GEOMETRY UNITS OF CLASS X MATHEMATICS TEXTBOOK PRESCRIBED BY MIZORAM BOARD OF SCHOOL EDUCATION

This study presents a comprehensive analysis of the Geometry and Coordinate Geometry units in the Class X Mathematics textbook prescribed by the Mizoram Board of School Education, focusing on the cognitive complexity of end-of-chapter questions as classified by Revised Bloom's Taxonomy (RBT). A qualitative content analysis was conducted on four chapters: Triangles, Circles, Constructions, and Coordinate Geometry. Each question was systematically categorized into one of the six cognitive levels of Revised Bloom's Taxonomy (RBT): Remembering (C1), Understanding (C2), Applying (C3), Analyzing (C4), Evaluating (C5), and Creating (C6). The study also examined the overall distribution of Lower Order Thinking Skills (C1–C3) and Higher Order Thinking Skills (C4–C6) to assess the textbook's alignment with contemporary educational goals that emphasize critical thinking and creativity. The findings reveal a significant imbalance in cognitive demand. The majority of questions (75.2% in Geometry and 80.6% in Coordinate Geometry) were classified as Lower Order Thinking Skills (LOTS), with a heavy emphasis on the "Applying" (C3) level. In contrast, Higher Order Thinking Skills (HOTS) questions were underrepresented, particularly "Evaluating" (C5) and "Creating" (C6), which were either minimal or entirely absent. For instance, while "Analyzing" (C4) accounted for 22.4% of questions in Geometry, "Creating" (C6) was missing across all chapters. These results suggest that the textbook may not adequately challenge students to engage in higher-level cognitive processes, such as critical analysis, evaluation, and innovative problem-solving. The findings suggest an imbalance in cognitive demand, highlighting the need for curriculum revisions to incorporate more Higher Order Thinking Skills (HOTS)-oriented tasks in both units.