Use TIMSS cognitive domains to evaluate function art beyond counting function types¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that teachers go beyond simply counting function types and instead examine the precision and strategies students use when creating visual representations of functions. Integrating TIMSS cognitive domains (Knowing, Applying, Reasoning) provides a structured way to assess student work and inform targeted pedagogical interventions in STEAM contexts. The rubric evaluates three metrics: number of functions, precision in transformations/symmetry/domain use, and strategy sophistication.

Design Implications¶

Context¶

Requirements¶

• A rubric with clear operational criteria for each cognitive domain
• Multiple coders with inter-rater reliability checks

Constraints¶

• The framework has not been formally validated for open-ended creative tasks
• Qualitative analysis was limited to one representative artwork per cluster

Target Learners¶

• Grades 8-12 mathematics students in STEAM contexts

Target Learning Goals¶

• Assessing mathematical thinking depth beyond quantity metrics
• Identifying precision and strategy use in creative mathematical work

Affordances¶

• Timss Cognitive Domains Function Art

Related Strategies¶

Examples¶

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Key Sources¶

• Bautista, G. Jr., Cacuyong, R., Lavicza, Z., Sabitzer, B., & Emara, M. (2026). Function Art: Understanding the Artistic Transformation of Mathematical Functions through Learning Analytics. Journal of Learning Analytics, 13(1). https://doi.org/10.18608/jla.2026.9037