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Trends in Dissertations Involving Technology-Assisted Mathematics Instruction: The Case of Turkey
ARTICLE

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EJMSTE Volume 10, Number 6, ISSN 1305-8223

Abstract

The purpose of this study is to examine thesis studies on technology-supported mathematics education in Turkey in terms of the keywords, mathematical areas, technologies and methodology used and results obtained. Data were obtained from 105 graduate theses. At the end of the analysis of the data, it was determined that most used keywords were from the subject area of mathematics education and there were more studies that focused on algebra in comparison with those on geometry, and the computer was the most frequently preferred technology employed. Researchers mostly preferred to take primary education 6th, 7th, 8th grade students as their population samples, and used achievement tests as the data collection instrument. It was found that mixed research methods were the most frequently employed ones, quantitative studies were preferred more than qualitative studies, mean/standard deviation data were used more in the analysis of quantitative data while descriptive analysis was preferred more in the analysis of qualitative data. When the results obtained from experimental studies in the theses were compared, it was seen that higher values were obtained in treatment groups receiving technology-supported education in terms of achievement, attitude towards mathematics, interest in mathematics, motivation for mathematics and retention of learning.

Citation

Tatar, E., Akkaya, A. & Kagizmanli, T.B. (2014). Trends in Dissertations Involving Technology-Assisted Mathematics Instruction: The Case of Turkey. EURASIA Journal of Mathematics, Science & Technology Education, 10(6), 547-558. Retrieved December 6, 2019 from .

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Keywords