An examination of middle school mathematics curriculum learning outcomes and unit evaluation questions with SOLO taxonomy

This study, aimed to examine the secondary school Mathematics course outcomes and the unit evaluation Questions in the secondary school Mathematics texbooks according to the SOLO Taxonomy. The study was examined by document analysis. Examined achievements were obtained from the Mathematics Curriculum renewed in 2018, and unit evaluation questions were obtained from the Educational Information Network(EBA)-book address. According to the SOLO Taxonomy, the acquisitions in the program and the unit evaluation questions in the textbooks were examined in two stages: First, the experts alone classified the acquisition and evaluation questions according to taxonomy. Afterward, a joint decision was taken by discussing the researchers achievements classified differently. A descriptive analysis was used as data analysis in the study. Out of the 215 outcomes examined, it has been determined that 35 objectives are at the level of one-way structure, 35 objectives are at he level of multi-dimensional structure, 102 objectives are at the level of relational structure and 43 objectives are at the level of abstracted structure. The analysis results determined that the ratio at the relational structure level was the highest, and the ratios at the one-way and multi-directional structure level were the least. Among the 5th-grade learning outcomes, it was determined that nine were unidirectional, eight were multi-dimensional, 26 were relational structures, and 13 were abstracted structures. Among the 6th-grade learning outcomes, it was determined that 15 outcomes were unidirectional, 14 outcomes were multi-dimensional, 22 outcomes were relational structure, and eight outcomes were abstracted structure. Among the 7th-grade learning outcomes, it was determined that seven were unidirectional, eight were multi-dimensional, 22 were relational structure, and 11 were abstracted structure. From the 8th-grade learning outcomes, it was determined that four outcomes were unidirectional, five outcomes were multi-dimensional, 32 outcomes were relational structure, and 11 outcomes were abstracted structure. As the grade level increases, the number of acquisitions corresponding to the relational structure level also increases, while the number of acquisitions corresponding to the one-way structure level decreases. Similarly, in the 5th-grade unit evaluation questions, it was determined that 21 questions were at the one-way structure level, 35 questions were at the multi-dimensional Structure level, 60 questions were at the relational structure level and 11 questions were at the abstract structure level. In the 6th-grade unit evaluation questions, it was determined that seven questions were at the one-way structure level, 20 questions were at the multi-dimensional structure level, 26 questions were at the relational structure level and nine questions were at the abstract structure level. In the 7th-grade unit evaluation questions, it was determined that nine questions were at the one-way structure level, 45 questions were at the multi-dimensional structure level, 53 questions were at the relational structure level, and 15 questions were at the abstract structure level. In the 8th-grade unit evaluation questions, it was determined that 34 questions were at the oneway structure level, 57 questions at the multi-dimensional structure level, 106 questions at the relational structure level, and ten questions at the abstract structure level. The unit evaluation questions determined that as the grade level increased, the ratios at the relational structure level increased. In constrast, the ratios at the abstracted structure level decreased. It has been observed that there is a partial agreement between the achievements in the Mathematics Curriculum and the unit evaluation questions in the texbooks. To ensure full compliance, it is possible to increase the number of achievements at the 5th grade level at the one-way and multi-directional structure levels and to increase the number of questions appropriate for this, as well as increase the number of questions at the abstract structure level in the 7th and 8th-grade mathematics textbooks.