Examination of 2020-2024 LGS mathematics questions ‎according to mathematics course curriculum ‎learning outcomes, learning areas and MATH Taxonomy

In this study, the aim is to examine the Mathematics questions of the High School Transition Exam (LGS) administered between 2020 and 2024 in relation to the learning areas, learning outcome and MATH Taxonomy framework in the Mathematics Curriculum. To achieve the aim of the study, the document analysis technique, one of the qualitative research methods, was used to evaluate the 2020-2024 LGS mathematics questions from a taxonomic perspective. The sample of the study consists of the LGS questions from the years 2020-2024. The LGS mathematics questions forming the sample were obtained from the Ministry of National Education's website. The data obtained in the study were analyzed using descriptive analysis technique. The LGS mathematics questions were coded according to the learning areas, sub-learning areas, learning outcome, and MATH Taxonomy outlined in the middle school mathematics curriculum. In questions with similar contexts, coding related to the corresponding learning areas and learning outcome was also carried out. It was observed that, for each year, the majority of the questions were related to the "Numbers and Operations" learning area. Although the specific focus areas varied by year, questions related to square root expressions, data analysis, exponential expressions, and factors and multiples sub-learning areas were consistently prepared each year. When examined in terms of sub-learning area diversity, it was found that the questions were prepared in 7 different sub-learning areas in 2020, 8 in 2021, 10 in 2022, 6 in 2023, and 12 in 2024. Questions involving associations were mostly related to the "Geometry and Measurement" learning area, while questions were also consistently linked to the "Numbers and Operations" learning area each year. In terms of , learning outcomes, it was determined that questions were prepared in relation to 12 learning outcomes in 2020, 15 in 2021, 20 in 2022, 15 in 2023, and 20 in 2024, as outlined in the middle school mathematics curriculum. Looking at the related learning outcomes, the most frequently linked learning outcomes each year was identified as "Calculates the area of a rectangle and uses square centimeters and square meters." When the distribution of the questions was analyzed from the MATH taxonomy perspective, it was found that although the levels of the questions varied from year to year, questions were included each year in the B1, B2, C1, and C2 categories. No questions were found in the lowest level, A1, and very few questions were in the A2 category. A small number of questions were also found in the highest level, C3. Keywords: Mathematics Course, Curriculum, LGS, Learning Areas, Learning Outcome, MATH Taxonomy