Using a Cognitive Taxonomy to Enhance Prospective Teachers' Mathematical Website Constructions

A prior study of prospective teachers' mathematical website constructions demonstrated a trend for these prospective teachers to concentrate more on the design of the website than on its content. The present study used a taxonomy (1) to prepare guidelines for completing the construction project, and (2) to assess the cognitive level of the mathematical examples and exercises that the prospective teachers included on their websites. When compared with the constructions from the prior study, the teacher candidates in the current study showed a tendency to incorporate more examples and exercises at the procedural applications level of cognition.