Use of SOLO taxonomy in mathematics education: A systematic review

The aim of this study is to systematically review Turkish and English language studies on the use of SOLO taxonomy in mathematics education between 1990 and 2024. The literature was searched through ERIC, Web of Science, Science Direct, Ulakbim, Scopus and Psyc INFO databases according to the data search protocol determined by the researcher. While empirical studies were included in the review, document and review studies were excluded and 46 studies were identified in the context of the research. The data were collected through the Publication Classification Form and analyzed according to the following headings: sample level and size, learning and subject area, research method, data collection tool, data analysis tool, data analysis method and SOLO taxonomy usage. The findings revealed that most of the studies were in English and the number of studies has increased in recent years. It was seen that the number of studies with a sample of 0-60 level was high and the number of studies with participants at university level was higher. Qualitative research method was generally preferred in the studies. The studies were concentrated in the learning areas of numbers and operations and algebra, followed by geometry and measurement. While the data of all studies were analyzed with the SOLO taxonomy, it was found that there were studies in which different models, understandings and procedures were used. In 31 studies, there was no educational intervention, while in 15 studies, methods and tools such as concept cartoons, activities, worksheets, compensatory teaching were used. Keywords: Mathematics education, Mathematical thinking, SOLO taxonomy, Systematic review