Pedagogical foci in postgraduate theses on technology integration in mathematics education

In this research, in the field of mathematics education, the instructional actors (learning-teaching process components, student, teacher, content, and interactions between these components), application areas, master's and doctoral theses on technology integration published at the YÖK National Thesis Center between 2015-2023. It aims to examine the study in terms of variables such as method, learning domains, data collection tool, sample type and number, data analysis techniques, technologies used, and theories used. For this purpose, the systematic literature review method was used. The research includes postgraduate theses about technology integration in the field of mathematics education in Turkey between 2015 and 2023 and was published in the National Thesis Center of YÖK Publications and Documentation Department. Within the scope of the research, 255 theses were analyzed. Data were collected using the Educational Research Publication Classification Form, Didactic Focus Classification. The technologies and theories used in the theses were examined and classified by creating common themes. Data entries were made via the prepared Google Form and transferred to an Excel file. After data entry and control were completed, the data were subjected to descriptive and content analysis in line with the the research questions. As a result of the analysis of the data obtained determined that the theses focused mostly on students' views on content and technology, their actions while using technology, and the effects of the instructional intervention on student outcomes. It has been determined that mostly case studies and interventional mixed research methods are employed in the theses. It has been understood that theses are mostly carried out using dynamic geometry software in Geometry and Measurement and Geometry learning. It was determined that data collection encompassed documents, interviews, tests, scales, and surveys, with secondary school students being the preferred sample type, the study was conducted with a maximum of 11-50 people as the sample number, and content and descriptive analyzes were used the most. It has been determined that the theory is mostly based on learning theories. It is believed that the results obtained from the study will give researchers an idea about what is needed regarding technology integration, especially in mathematics education.