Cognitive Complexity in Elementary Mathematics Curriculum: A SOLO Analysis of the Maarif Model of the Century of Türkiye

This study investigates the cognitive complexity embedded in the Elementary School Mathematics Curriculum (Grades 1, 2, 3, and 4): The Maarif Model of the Century of Türkiye, using the SOLO (Structure of Observed Learning Outcomes) taxonomy as an analytical lens. Adopting a qualitative document analysis method, the study systematically examined all learning outcomes and their associated process components in the 2024 mathematics curriculum according to the SOLO taxonomy. The findings indicate a gradual progression in cognitive complexity across grade levels, with Multistructural and Relational components being most prevalent. While Unistructural components decrease significantly from Grade 1 to Grade 4, Extended Abstract components begin to emerge in Grade 2 and increase thereafter. However, the presence of Extended Abstract components remains limited, especially in earlier grades and in the theme Data-Driven Research/Probability of Events and Data-Driven Research. The results suggest that the curriculum is structured to support a transition from procedural fluency to conceptual understanding and generalization. Nonetheless, further emphasis on abstract reasoning and generalization tasks may enhance the curriculum’s capacity to foster students who are able to engage in mathematical reasoning.