Georgia Institute of Technology College of Sciences

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 four supplementary lenses (Data sources, outcomes, NCTM Principles, and NCTM Standards) to produce a database to support future research syntheses and meta-analyses. Preliminary analyses of student and teacher outcomes (i.e., knowledge, cognition, affect, and performance) suggest that graphing calculator and dynamic geometry technologies have been abundantly studied, but the strength of the evidence measures (i.e., validity and reliability) may be lacking. More specifically, research on mathematics educational technology appears at first glance to be ubiquitous, the usefulness of this research to practitioners and researchers is limited by lack of attention to research design and validity, reliability, and threats to validity (Rakes et al., 2011). Additionally, much of the research appears to be unorganized, with topics such as graphing calculators studied often, while other topics such as virtual manipulatives understudied (Ronau et al., 2010).