Students’ Level of Understanding in Mathematics based on Structure of Observed Learning Outcomes Taxonomy

The state of mathematics education in the Philippines continues to be a pressing issue, highlighted by the ongoing low performance of Filipino students in global tests like the Programme for International Student Assessment (PISA). These results prompt crucial inquiries regarding the extent of students' comprehension and the effectiveness of existing teaching methods. In response to this issue, the current study examines Grade 10 students' understanding of mathematics through the lens of the Structure of Observed Learning Outcomes (SOLO) Taxonomy as a framework for evaluation. Employing a descriptive qualitative research design, the study utilized PISA-based math word problems and a SOLO-aligned rubric to assess the level of understanding demonstrated by students. Students encountered significant difficulties with tasks requiring relational and extended abstract thinking and often lacked the ability to express detailed mathematical reasoning. Analysis of assessment revealed four key learning patterns: (1) emphasis on basic recall and single-step procedures, reflecting unistructural understanding; (2) execution of multiple steps with limited conceptual connection, characteristic of multistructural thinking; (3) initial efforts to connect ideas, though often incomplete or inconsistent, indicating emerging relational reasoning; and (4) absence of abstraction and generalization, as no students reached the extended abstract level.The study recommends integrating the SOLO Taxonomy into classroom assessment, promoting PISA-style problem-solving, and using SOLO-based practice test to enhance mathematical reasoning. Aligning teaching methods with cognitive development theories can greatly enhance students' mathematical skills and overall learning results.