TY - JOUR
T1 - A Content Analysis of Technology Enhanced Learning in Mathematics Education Studies Between 2017 And 2022
AU - Karlinger, Panna
AU - Erbaş, Çağdaş
PY - 2024/5/15
Y1 - 2024/5/15
N2 - This review critically examines the evolving interface of technology-enhanced learning (TEL) within the realm of mathematics education between 2017 and 2022. Drawing on a detailed content analysis of 23 seminal papers sourced from the Web of Science, the study seeks to unravel patterns across various dimensions, including geographical distribution, journal prominence, sample characteristics, employed technologies, and foundational learning theories. The overarching objective remains anchored in discerning prevailing themes and trends that could illuminate future research trajectories and enhance pedagogical design in mathematics. The outcomes underscore dynamic shifts in technological adoption, with certain technologies finding more resonance in mathematical education for varied learner groups. Additionally, the review throws light on the prevalent learning theories guiding these studies, hinting at the pedagogical underpinnings steering this academic discourse. Intended for academics, policymakers, and educators, this study not only maps the current terrain of TEL in mathematics but also delineates the contours for impending explorations, emphasising the need for more inclusive and exhaustive reviews in the future.
AB - This review critically examines the evolving interface of technology-enhanced learning (TEL) within the realm of mathematics education between 2017 and 2022. Drawing on a detailed content analysis of 23 seminal papers sourced from the Web of Science, the study seeks to unravel patterns across various dimensions, including geographical distribution, journal prominence, sample characteristics, employed technologies, and foundational learning theories. The overarching objective remains anchored in discerning prevailing themes and trends that could illuminate future research trajectories and enhance pedagogical design in mathematics. The outcomes underscore dynamic shifts in technological adoption, with certain technologies finding more resonance in mathematical education for varied learner groups. Additionally, the review throws light on the prevalent learning theories guiding these studies, hinting at the pedagogical underpinnings steering this academic discourse. Intended for academics, policymakers, and educators, this study not only maps the current terrain of TEL in mathematics but also delineates the contours for impending explorations, emphasising the need for more inclusive and exhaustive reviews in the future.
U2 - 10.17679/inuefd.1394586
DO - 10.17679/inuefd.1394586
M3 - Article
SN - 1300-2899
VL - 25
SP - 214
EP - 233
JO - İnönü Üniversitesi Eğitim Fakültesi Dergisi
JF - İnönü Üniversitesi Eğitim Fakültesi Dergisi
IS - 1
ER -