The purpose of this systematic review was to examine trends in prior meta-analytic research to provide recommendations for future mathematics education research and instructional praxis. The current study aims to contextualize the effects of technology-enhanced instruction in the mathematics classroom. The researchers conducted a comprehensive literature search of articles written between 1980 and 2015. The final pool of studies comprised 18 meta-analyses inclusive of studies conducted between 1986 and 2014, representing 1193 independent effect sizes. The results suggest that the effects of technology on mathematics achievement range from small to large. Results suggest that researchers and educators should consider grade level, duration, and the instructional role of technology as key components when incorporating technology in the mathematics classroom. Results also suggest that race, socioeconomic status (SES), and gender did not moderate the effects of technology integration, although they were examined less frequently across studies. Implications are provided for practice, and research related to these results. Because of the chosen research approach, the research results provide relevant and practical implications to support classroom teaching with technology. This study contributes to the literature on technology-enhanced mathematics instruction by providing synthesis of 30 years of meta-analytic research.
Journal of Computers in Education – Springer Journals
Published: May 12, 2018
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