Algebraic Reasoning in Marzano's Taxonomy Cognitive System
This article explores the relationship between algebraic reasoning and the cognitive system of Marzano’s taxonomy. The reasoning is known as a thought process that connects premises to conclusions. The ability to solve problems related to learning and how to state generalizations about numbers, quantities, relations, and functions is part of algebraic reasoning. There are four indicators of algebraic reasoning ability – Knowledge Retrieval, Connecting Mathematical Representations, Pattern Recognition, and Reasoned Solving. Algebraic reasoning abilities can increase awareness of the knowledge process, help in constructing or using knowledge, and develop one’s self-confidence while engaged in tasks through assignments to Marzano’s taxonomy. Marzano’s taxonomic cognitive system not only explains how a person makes a decision to engage in a new task but also explains how information is processed post decision-making. Thus, algebraic reasoning is related to the cognitive system in Marzano’s taxonomy.
Keywords: algebraic reasoning, cognitive system, Marzano’s taxonomy
 National Council of Teachers of Mathematics, Reasoning and sense making. The Mathematics Teacher. 2016;110(2);1-6. https://doi.org/10.5951/mathteacher.110.2.0119
 Khemlani SS. Stevens’ handbook of experimental psychology and cognitive neuroscience. Wiley; New Jersey – USA; 2018. https://doi.org/10.1002/ 9781119170174.epcn311
 Kaput JJ, Blanton ML. Characterizing a classroom practice that promotes algebraic reasoning. Journal for Research in Mathematics Education. 2005;36(5):412-446. DOI
 Thomas MOJ, Tall D. The long-term cognitive development of symbolic algebra. Paper presented at: The Future of the Teaching and Learning of Algebra: Proceedings of the 12th ICMI Study Conference; 9-14 December 2001; Melbourne - Australia
 Lee Y, Capraro MM, Capraro RM, Bicer A. A meta-analysis: Improvement of students’ algebraic reasoning through metacognitive training. International Education Studies. 2018;11(10):42-49. https://doi.org/10.5539/ies.v11 n10p42
 Irvine J. Marzano’s new taxonomy as a framework for investigating student affect. Journal of Instructional Pedagogies. 2020;24:1–31.
 Rasyidi DA, Winarso W. The proportion of cognitive aspects of question in mathematics textbook based on Marzano’s taxonomy: An Indonesian case in implementing new curriculum. Eduma: Mathematics Education Learning and Teaching. 2020;9(2):79-89. https://doi.org/10.24235/eduma.v9i2.7374
 Marzano RJ, Kendall JS. Praise for the second edition of the new taxonomy of educational objectives. Corwin Press; USA; 2007.
 Marzano RJ, Kendall JS. Designing & assessing educational objectives: Applying the new taxonomy. Designing and assessing educational objectives. Corwin Press USA; 2008.
 Glassmeyer D, Edwards B. How middle grade teachers think about algebraic reasoning. Mathematics Teacher Education and Development. 2016;18(2):92–106.
 Kieran C. Algebraic thinking in the early grades: What is it. The Mathematics Educator. 2004;8(1):139–51.
 Cañadas MC, Brizuela BM, Blanton M. Second graders articulating ideas about linear functional relationships. Journal of Mathematical Behavior. 2016;41:87–103. https://doi.org/10.1016/j.jmathb.2015.10.004
 Uygun T, Güner P. Representation of algebraic reasoning in sets through argumentation. International Journal of Contemporary Educational Research. 2019;6(2); 215-229. https://doi.org/10.33200/ijcer.557781
 Blanton ML, Kaput JJ. Functional thinking as a route into algebra in the elementary grades. Early Algebraization. Advances in Mathematics Education. Springer, Berlin; 2011. https://doi.org/10.1007/978-3-642-17735-4_2
 Pertegal-Felices ML. Didactics of mathematics profile of engineering students: A case study in a multimedia engineering degree. Education Sciences. 2020;10(2);1-8. https://doi.org/ 10.3390/educsci10020033
 Pourdavood BR, McCarthy K, McCafferty T. The impact of mental computation on children’s mathematical communication, problem solving, reasoning, and algebraic thinking. Athens Journal of Education. 2020;7(3):241–54. https://doi.org/10.30958/aje.7-3-1
 Otten M, van den HeuvelPanhuizen M, Veldhuis M, Boom J, Heinze A. Are physical experiences with the balance model beneficial for students’ algebraic reasoning? An evaluation of two learning environments for linear equations. Education Sciences. 2020;10(6):1–23. https://doi.org/10.3390/educsci10060163