Design/Methodology/Approach: Learning areas were coded as “learning area” and “linked learning area.” In the context of cognitive processes, the exam questions were classified according to the groups and categories of the MATH Taxonomy developed specifically for mathematics. The research was designed as document analysis, one of the qualitative research designs. Findings: It was found that the questions in 2021 LGS were taken from all learning areas of secondary school mathematics and the numbers of questions were compatible with the learning areas in the curriculum. It was seen that many questions addressed more than one learning area, and the learning areas were related to each other. When the questions in 2021 LGS were examined in the context of cognitive processes according to the MATH taxonomy, it was found that there were questions from the groups B and C, mostly C, and no questions from the group A. The questions in 2018, 2019, and 2021 LGS were also compared in this study. It was found that the learning areas generally had a similar distribution, and when compared in terms of MATH taxonomy; as the years progressed, the level of the questions increased. Highlights: The use of MATH Taxonomy, which was developed specifically for mathematics, has an important role in examining mathematics questions according to cognitive processes. It was observed that the questions were not directed to a single learning area, and that the learning areas were related to each other. It is thought that coding in the form of learning area-linked learning area is important.

In the 2012-2013 academic year, the age of starting elementary school was implemented as sixty months in the compulsory education system that lasts twelve years, and the students who started primary school at this age started middle school in the 2016-2017 academic year. Thus, many students in different age ranges had to be in the same classroom environment. The aim of this study is to reveal the mathematics achievement status of primary school students in 4 + 4 + 4 education system and the status of Van Hiele Geometry Thinking Levels under the age variable. Survey model was used as a research model. Participants of the study are 374 fifth grade students from a developed province of Central Black Sea Region, determined by simple sampling method definition depends on maximum diversity sample. Participants were divided into two groups: those who are under 72 months and those who are 72 months and over, considering the age of starting primary school. Van Hiele geometry test and mathematics achievement test were used to collect the data. Independent-samples t-test and correlation tests were used in the analysis of the data collected. It was determined that there was a moderate, positive and significant relationship between the Van Hiele Geometry Levels and the math achievement scores of the students participating in the study, and the age of the students affected the relationship between the Van Hiele Geometry Levels and the math achievement scores. In the study, it was also determined that the average scores of Van Hiele Geometry Thinking Test and mathematics achievement test scores of older age students were significantly higher than the young age group.

In this research, it is aimed to explore how students are able to define parallelogram and to establish relations withother quadrilaterals at each class level comparatively. Case study is chosen as the methodology of this study and theparticipants of the study are 120 middle school students from a state middle school in Turkey. Two open-endedquestions are used to gather data and the descriptive analysis is used. The results of the study show that the studentsdetermine parallelogram based on its typical image. Furthermore, students have not fully grasp the hierarchicalrelation between these special quadrilaterals in their minds.