The Effectiveness of Dialogue in Teaching Mathematics According to the Revised Bloom’s Taxonomy from the Perspective of Mathematics Teachers in the City of Doha

The Effectiveness of Dialogue in Teaching Mathematics According to the Revised Bloom’s Taxonomy from the Perspective of Mathematics Teachers in the City of Doha

Abstract

This study aimed to evaluate the effectiveness of dialogue in teaching mathematics according to the Revised Bloom’s Taxonomy from the perspective of mathematics teachers in the city of Doha, o investigates differences in this effectiveness across the six levels of the Revised Bloom’s Taxonomy, and to determine whether it is influenced by the variables of gender and years of teaching experience. The study adopted a descriptive analytical approach. A Dialogue Effectiveness Scale consisting of 30 items distributed across six dimensions representing the Revised Bloom’s levels (remember, understand, apply, analyze, evaluate, create) was administered to a sample of 155 male and female mathematics teachers from public and private schools in Doha during the 2024/2025 academic year. The findings revealed that teachers perceived dialogue as highly effective overall in teaching mathematics. The findings also revealed statistically significant differences among the various Bloom’s levels, reflecting variation in perceived dialogue effectiveness across cognitive levels. In addition, the results showed that any differences related to gender were not substantial, and no statistically significant differences were found attributable to years of teaching experience in teachers’ perceptions of dialogue effectiveness. These findings suggest that dialogue is viewed as an effective approach to supporting mathematics learning in light of the Revised Bloom’s Taxonomy, while highlighting the need for greater emphasis on its deeper use to support higher-order thinking skills. The study recommended strengthening professional development programs for mathematics teachers in dialogue management and the use of classroom questioning strategies to enhance learning quality and align with educational development trends in the State of Qatar.

Key words: cognitive thinking levels, dialogue effectiveness, mathematics education, mathematics teachers, Revised Bloom’s Taxonomy.