A systematic review of studies on differentiated instruction in mathematics education

In this study, it was aimed to examine the national and international studies on differentiated instruction in mathematics education between 2000 and 2023. For this purpose, YÖKTEZ, DergiPark, Proquest Dissertations and Theses, Web of Science, ERIC, ScienceDirect, Google Scholar, Mendeley, EbscoHost databases were searched and 132 (78 theses-54 articles) national and international studies (78 theses-54 articles) that are appropriate to the subject and meet the inclusion criteria were examined within the scope of systematic review. The studies were analyzed using descriptive analysis method in terms of publication type, publication language, publication year, country of publication, research approach, research method, sample group and size, keyword density and purpose statement. As a result of the findings, it was seen that the most publications on this subject were made in 2021. It was found that the most preferred approach was qualitative approach and the most preferred method was experimental research method. It was seen that the most preferred sample groups in the studies were teachers and secondary school students, while the most preferred sample size was the "<30" group. While 12% of the studies did not include keywords, the most commonly used words in the studies that included keywords were "mathematics", "education" and "differentiated instruction", respectively. As a result of the research, it was seen that the aim of the majority of the studies on differentiated instruction in mathematics education was to examine the effect of differentiated instruction on students' academic achievement and to determine the opinions of teachers on this issue. Finally, the results of the research were discussed in the light of the literature and some suggestions were made for future research. Keywords: Differentiated instruction; Mathematics education; Systematic review