Abstract
A comparison is made between van Hiele levels of development in geometry and the structure of learning outcomes (SOLO) taxonomy. It is hypothesized that if the correspondence between van Hiele levels and SOLO levels is tenable, then the latter may be used as an operational scheme for characterizing a posteriori the learning outcomes in geometrical tasks without going through the process of identifying van Hiele level indicators by empirically deriving them for a multitude of geometrical tasks. This is particularly relevant since the construct validity of the SOLO taxonomy has been established. A logical comparison and an illustrative example reveal a high degree of similarity between the two sets of levels. † This paper was presented to the 13th Annual Conference of the International Group on the Psychology of Mathematics Education (PME), Paris, July 9‐14, 1989.
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