Digital transformation of mathematics and geometry: virtual reality and metaverse in education

This study aims to examine academic studies conducted in Türkiye between 2012 and 2025 regarding the use of virtual reality (VR) and metaverse technologies in mathematics education through content analysis. In recent years, the use of digital technologies in education has significantly increased, and this development has brought forward the integration of VR and metaverse applications—especially effective in teaching abstract concepts—into educational systems. Within the scope of this research, academic resources including theses, articles, proceedings, and book chapters were systematically analyzed based on criteria such as publication year, type, research method, sample level, data collection tools, geographic region, and mathematical subtopics addressed. The findings indicate that the use of these technologies in educational environments has increased notably in recent years, with a particular rise in interest toward metaverse applications after 2020. The results show that augmented reality and virtual reality technologies are frequently preferred for teaching abstract topics like geometry, while the metaverse is predominantly used to create immersive and interactive learning environments. It is expected that this study will reveal current trends in the use of digital technologies in mathematics education and contribute to the restructuring of teaching processes in alignment with technological advancements. Additionally, the findings may provide valuable insights for future academic research in this field. Key Words: Mathematics education, Virtual reality, Metaverse, Content analysis, Digital transformation