Systematic review of theses examining success in technology assisted geometry teaching between 2000 and 2022

In this research, it was aimed to examine the studies on the effect of technology assisted geometry teaching published in the YÖK National Thesis Center between the years 2000-2022 with content analysis, which is a systematic compilation method. In accordance with this purpose, systematic review model was used that is one of the qualitative research methods. 62 carefully selected studies that met the specified criteria were reviewed as part of this study. These theses were analysed in terms of years of preparation, methods, sample, sample size, data collection tools, data analysis techniques, preferred topics, teaching technologies, and outcomes. When analysing the data, descriptive analysis, which is one of the qualitative analysis methods, has been preferred. The data obtained from the review are expressed by means of graphs, figures, and tables. As a result of the research, the number of studies completed after 2013 has decreased. Although most studies were done with a sudden increase in 2019, very few studies were found to have been done the following year. It has been observed that secondary school students are often preferred in studies. There aren't many research that have been done with pre-school, primary, secondary and high school students. It has been observed that sample sizes between 31-50 and 51-100 people have been frequently preferred. However few researches have been done with sample sizes including people less than 30 and more than 100. It has been observed that among research methodologies, quantitative and mixed methods are preferred often. It has been observed that achievement tests and attitude scales are preferred more than data collection tools. When performing data analysis, it has been observed that t-tests are more preferable. Among the subjects, geometric objects and shapes, polygons and transformation geometry have been the most preferred ones in order. Among the teaching technologies, the dynamic softwares as GeoGebra, Cabri and Geometer Sketchpad were considered the most popular, respectively. It has been seen that Cabri is often used in studies dealing with objects and geometrical shapes. However, it was noted that there is not enough work being done on other education technologies. Regarding polygons, Geogebra and Geometer's Sketchpad software have been preferred and other teaching technologies have not been preferred enough. It has been found that Geogebra is often preferred in the circle and disc studies. When we look at the outcomes of the studies, it was concluded that the teaching of technology-assisted geometry is effective in academic success. The researchers, who could not achieve the expected success, have stated that the situation could be due to technical problems in the software, the small size of the group, the short time the study was conducted, and the classroom management. It is recommended that researchers who plan to conduct new studies in this area should prioritize understudied topics, instructional technologies, sample type, sample size, and research methodology. Thus, rather than repeating studies that have reached saturation point, it was expected that studies that would eliminate gaps in the field would be carried out.