Didactic focuses in mathematics education theses focused on technology integration: a systematic literature review

Abstract

This study aims to examine postgraduate theses focusing on technology integration in the field of mathematics education in Turkey between 2015-2023, taking into account the didactic focus classification. In this research, systematic literature review was used to address research questions. This systematic literature review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols guidelines to ensure credibility and reliability. Two hundred fifty-five postgraduate theses were included in the study. The study used the Educational Research Publication Classification Form to examine theses years, methods, and didactic focus classification. The technology, theory, and learning areas discussed in the theses were examined according to the categories created by the researchers. Descriptive and content analyses were employed in the data analysis. As a result of the study, it was determined that the theses focused more on Categories 5.1, 5.3, and 5.2. Category 5 was handled every year between 2015 and 2023. Qualitative and mixed research methods were employed extensively in these theses. Dynamic geometry software was used more in theses. Numbers and Operations, Geometry and Measurement, Numbers and Algebra, and Geometry learning areas were focused more frequently in thesis.