Document Type

Article

Publication Date

2011

Publication Source

Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Abstract

This systematic review of mathematics educational technology literature identified 1356 manuscripts addressing the integration of educational technology into mathematics instruction. The manuscripts were analyzed using three frameworks (Research Design, Teacher Knowledge, and TPACK) and three supplementary lenses (Data Sources, Outcomes, and NCTM Principles) to produce a database to support future research syntheses and meta-analyses. Preliminary analyses of student and teacher outcomes (e.g., knowledge, cognition, affect, and performance) suggest that the effects of incorporating graphing calculator and dynamic geometry technologies have been abundantly studied; however, the usefulness of the results was often limited by missing information regarding measures of validity, reliability, and/or trustworthiness.

Inclusive pages

373-380

ISBN/ISSN

978-0-615-54217-1

Document Version

Published Version

Comments

Permission documentation is on file.

Publisher

North American Chapter of the International Group for the Psychology of Mathematics Education

Peer Reviewed

yes

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