Evaluating the Cognitive Demand of Trigonometry and Mensuration Unit in Class X Mathematics: A Study of Mizoram Board’s Textbook

Author(s)	Mr. Lalnunthara Khawlhring, Dr. Vanlaltanpuii Hrahsel, Mr. Zoramsanga Zoramsanga
Country	India
Abstract	This study evaluates the cognitive demand of end-of-chapter exercises in the Trigonometry and Mensuration units of the Class X Mathematics textbook prescribed by the Mizoram Board of School Education. Using Revised Bloom’s Taxonomy (RBT), end-of-chapter questions were analyzed to determine the distribution of lower-order (LOTS) and higher-order thinking skills (HOTS). Results revealed a dominance of LOTS (72.4% in Trigonometry, 75.8% in Mensuration), with "Applying" (C3) being the most frequent cognitive level. HOTS questions constituted only 27.6% and 24.2%, respectively, with minimal representation of "Evaluating" (C5) and no "Creating" (C6) tasks. The findings highlight a need for curriculum revisions to incorporate more HOTS-focused questions, fostering critical thinking and creativity.
Keywords	Cognitive demand, Revised Bloom’s Taxonomy, Mathematics textbook, Higher Order thinking skills, Mizoram Board
Published In	Volume 16, Issue 3, July-September 2025
Published On	2025-08-05
DOI	https://doi.org/10.71097/IJSAT.v16.i3.7571
Short DOI	https://doi.org/g9wh7q

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