This thesis considers the usage of Bloom and SOLO taxonomy in mathematics education. The theoretical part describes the importance of taxonomy in teaching and learning, taxonomy of knowledge, and objectives in the curriculum, which is followed by the presentation of Bloom and SOLO taxonomy, their significance and their use in teaching mathematics. To illustrate the taxonomies the tasks in the chapter on the Pythagoras theorem in a selected textbook are classified according to Bloom and SOLO taxonomy. The analysis of the tasks, according to Bloom taxonomy, has shown that all taxonomic levels are well represented, with exception of the taxonomic level of understanding. The analysis of the tasks, according to SOLO taxonomy, has shown that more than half of the tasks are related to the unistructural taxonomic level, followed by the tasks that verify knowledge at the relational taxonomic level, and finally at the multistructural taxonomic level. No tasks at the taxonomic level of the extended abstract were found in the considered chapter. The empirical part of the thesis considers the relation between the Bloom and SOLO taxonomy. Two tests of knowledge were compiled: the first test is based on Bloom taxonomy, the second on SOLO taxonomy. The Pearson correlation between students’ results of both tests was calculated. A positive correlation between the test results was found.