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A Content Analysis of Technology Enhanced Learning in Mathematics Education Studies Between 2017 And 2022

Year 2024, Volume: 25 Issue: 1, 214 - 233, 15.05.2024
https://doi.org/10.17679/inuefd.1394586

Abstract

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.

References

  • Bayne, S. (2014). What’s the matter with “technology-enhanced learning”?. Learning, Media and Technology, 40(1), 5–20. https://doi.org/10.1080/17439884.2014.915851
  • Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Aguilar, M. S. (2017). Digital Technology in Mathematics Education: Research over the Last Decade. Proceedings of the 13th International Congress on Mathematical Education, 221–233. https://doi.org/10.1007/978-3-319-62597-3_14
  • Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research – A systematic review of recent trends. Computers & Education, 114, 255–273. https://doi.org/10.1016/j.compedu.2017.07.004
  • Goktas, Y., Kucuk, S., Aydemir, M., Telli, E., Arpacik, O., Yildirim, G., & Reisoglu, I. (2012). Educational Technology Research Trends in Turkey: A Content Analysis of the 2000-2009 Decade. Educational Sciences: Theory and Practice, 12(1), 191–199. https://eric.ed.gov/?id=EJ978439
  • Lai, J. W. M., & Bower, M. (2019). Evaluation of technology use in education: Findings from a critical analysis of systematic literature reviews. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12412
  • Li, Q., & Ma, X. (2010). A Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning. Educational Psychology Review, 22(3), 215–243. https://doi.org/10.1007/s10648-010-9125-8
  • Marín, V. I., de Benito, B., & Darder, A. (2020). Technology-Enhanced Learning for Student Agency in Higher Education: a Systematic Literature Review. Interaction Design and Architecture(S), 45, 15–49. https://doi.org/10.55612/s-5002-045-001
  • Prasad, D. B. (2008). Content analysis: A method of Social Science Research. In D. K.L. Das & V. Bhaskaran (Eds.), Research methods for social work (pp. 174–193). New Delhi:Rawat Publications. http://dx.doi.org/10.13140/RG.2.1.1748.1448
  • Sarker, M. N. I., Wu, M., Cao, Q., Alam, G. M., & Li, D. (2019). Leveraging Digital Technology for Better Learning and Education: A Systematic Literature Review. International Journal of Information and Education Technology, 9(7), 453–461. https://doi.org/10.18178/ijiet.2019.9.7.1246
  • Schweighofer, P., & Ebner, M. (2015). Aspects to Be Considered when Implementing Technology-Enhanced Learning Approaches: A Literature Review. Future Internet, 7(4), 26–49. https://doi.org/10.3390/fi7010026
  • Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research, and Evaluation, 7(1). https://doi.org/10.7275/z6fm-2e34
  • Xie, H., Chu, H.-C., Hwang, G.-J., & Wang, C.-C. (2019). Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017. Computers & Education, 140, 103599. https://doi.org/10.1016/j.compedu.2019.103599

2017-2022 Yılları Arasında Teknoloji ile Desteklenmiş Matematik Eğitimi Çalışmalarının İçerik Analizi

Year 2024, Volume: 25 Issue: 1, 214 - 233, 15.05.2024
https://doi.org/10.17679/inuefd.1394586

Abstract

Bu çalışma, 2017 ve 2022 yılları arasında matematik eğitimi alanında teknolojiyle geliştirilmiş öğrenmenin (TEL) gelişen yapısını eleştirel bir şekilde incelemektedir. Web of Science'tan alınan 23 makalenin ayrıntılı içerik analizinden yararlanan çalışma, matematik eğitimi alanındaki kalıpları ortaya çıkarmayı amaçlamaktadır. Coğrafi dağılım, dergilere göre dağılım, örneklem, kullanılan teknolojiler ve temel öğrenme teorileri dahil olmak üzere çeşitli boyutlar çalışma kapsamında ele alınmıştır. Kapsamlı hedef, gelecekteki araştırma alanlarını aydınlatabilecek ve matematikte öğretiminde kullanılabilecek teknolojiler ve kullanım yapısı süreç içerisinde değişim göstermektedir. Sonuçlar, belirli teknolojilerin çeşitli öğrenci grupları için matematik eğitiminde daha fazla yer bulmasıyla, teknolojinin benimsenmesindeki dinamik değişimlerin altını çizmektedir. Ayrıca inceleme, bu çalışmalara rehberlik eden yaygın öğrenme teorilerine ışık tutuyor ve bu akademik söylemi yönlendiren pedagojik temellere işaret etmektedir. Akademisyenlere, politika yapıcılara ve eğitimcilere yönelik olan bu çalışma, yalnızca TEL'in matematikteki mevcut alanına ışık tutmakla kalmıyor, aynı zamanda gelecekte daha kapsayıcı ve kapsamlı incelemelere olan ihtiyacı vurgulayarak yaklaşan keşiflerin ana hatlarını da çizmektedir.

References

  • Bayne, S. (2014). What’s the matter with “technology-enhanced learning”?. Learning, Media and Technology, 40(1), 5–20. https://doi.org/10.1080/17439884.2014.915851
  • Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Aguilar, M. S. (2017). Digital Technology in Mathematics Education: Research over the Last Decade. Proceedings of the 13th International Congress on Mathematical Education, 221–233. https://doi.org/10.1007/978-3-319-62597-3_14
  • Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research – A systematic review of recent trends. Computers & Education, 114, 255–273. https://doi.org/10.1016/j.compedu.2017.07.004
  • Goktas, Y., Kucuk, S., Aydemir, M., Telli, E., Arpacik, O., Yildirim, G., & Reisoglu, I. (2012). Educational Technology Research Trends in Turkey: A Content Analysis of the 2000-2009 Decade. Educational Sciences: Theory and Practice, 12(1), 191–199. https://eric.ed.gov/?id=EJ978439
  • Lai, J. W. M., & Bower, M. (2019). Evaluation of technology use in education: Findings from a critical analysis of systematic literature reviews. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12412
  • Li, Q., & Ma, X. (2010). A Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning. Educational Psychology Review, 22(3), 215–243. https://doi.org/10.1007/s10648-010-9125-8
  • Marín, V. I., de Benito, B., & Darder, A. (2020). Technology-Enhanced Learning for Student Agency in Higher Education: a Systematic Literature Review. Interaction Design and Architecture(S), 45, 15–49. https://doi.org/10.55612/s-5002-045-001
  • Prasad, D. B. (2008). Content analysis: A method of Social Science Research. In D. K.L. Das & V. Bhaskaran (Eds.), Research methods for social work (pp. 174–193). New Delhi:Rawat Publications. http://dx.doi.org/10.13140/RG.2.1.1748.1448
  • Sarker, M. N. I., Wu, M., Cao, Q., Alam, G. M., & Li, D. (2019). Leveraging Digital Technology for Better Learning and Education: A Systematic Literature Review. International Journal of Information and Education Technology, 9(7), 453–461. https://doi.org/10.18178/ijiet.2019.9.7.1246
  • Schweighofer, P., & Ebner, M. (2015). Aspects to Be Considered when Implementing Technology-Enhanced Learning Approaches: A Literature Review. Future Internet, 7(4), 26–49. https://doi.org/10.3390/fi7010026
  • Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research, and Evaluation, 7(1). https://doi.org/10.7275/z6fm-2e34
  • Xie, H., Chu, H.-C., Hwang, G.-J., & Wang, C.-C. (2019). Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017. Computers & Education, 140, 103599. https://doi.org/10.1016/j.compedu.2019.103599
There are 12 citations in total.

Details

Primary Language English
Subjects Instructional Technologies, Mathematics Education
Journal Section Articles
Authors

Panna Karlinger 0000-0002-3836-725X

Çağdaş Erbaş 0000-0003-4203-7656

Publication Date May 15, 2024
Submission Date November 22, 2023
Acceptance Date March 26, 2024
Published in Issue Year 2024 Volume: 25 Issue: 1

Cite

APA Karlinger, P., & Erbaş, Ç. (2024). A Content Analysis of Technology Enhanced Learning in Mathematics Education Studies Between 2017 And 2022. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 25(1), 214-233. https://doi.org/10.17679/inuefd.1394586
AMA Karlinger P, Erbaş Ç. A Content Analysis of Technology Enhanced Learning in Mathematics Education Studies Between 2017 And 2022. INUJFE. May 2024;25(1):214-233. doi:10.17679/inuefd.1394586
Chicago Karlinger, Panna, and Çağdaş Erbaş. “A Content Analysis of Technology Enhanced Learning in Mathematics Education Studies Between 2017 And 2022”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 25, no. 1 (May 2024): 214-33. https://doi.org/10.17679/inuefd.1394586.
EndNote Karlinger P, Erbaş Ç (May 1, 2024) A Content Analysis of Technology Enhanced Learning in Mathematics Education Studies Between 2017 And 2022. İnönü Üniversitesi Eğitim Fakültesi Dergisi 25 1 214–233.
IEEE P. Karlinger and Ç. Erbaş, “A Content Analysis of Technology Enhanced Learning in Mathematics Education Studies Between 2017 And 2022”, INUJFE, vol. 25, no. 1, pp. 214–233, 2024, doi: 10.17679/inuefd.1394586.
ISNAD Karlinger, Panna - Erbaş, Çağdaş. “A Content Analysis of Technology Enhanced Learning in Mathematics Education Studies Between 2017 And 2022”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 25/1 (May 2024), 214-233. https://doi.org/10.17679/inuefd.1394586.
JAMA Karlinger P, Erbaş Ç. A Content Analysis of Technology Enhanced Learning in Mathematics Education Studies Between 2017 And 2022. INUJFE. 2024;25:214–233.
MLA Karlinger, Panna and Çağdaş Erbaş. “A Content Analysis of Technology Enhanced Learning in Mathematics Education Studies Between 2017 And 2022”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 25, no. 1, 2024, pp. 214-33, doi:10.17679/inuefd.1394586.
Vancouver Karlinger P, Erbaş Ç. A Content Analysis of Technology Enhanced Learning in Mathematics Education Studies Between 2017 And 2022. INUJFE. 2024;25(1):214-33.

2017 INUEFD  Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License.