Trends in research on out-of-school learning environments in mathematics education: A systematic review

Abstract

This study aimed to examine research on out-of-school learning environments in mathematics education from a holistic perspective through a systematic review and to identify prevailing trends. By comparing the general characteristics and methods of studies on out-of-school learning environments in mathematics education conducted at the national level in Türkiye and in the international arena, this study aimed to highlight their similarities and differences. Adhering to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) 2020 criteria, 36 studies were included in the analysis. The document analysis method was employed to analyze the selected studies. Within the framework of the analyses carried out, it was determined that qualitative studies were generally preferred, while quantitative and mixed-methods studies were relatively less common. Regarding the temporal distribution of the studies, it was observed that most national-level research was conducted from 2018 onward. When examining the study groups, it was found that both national and international studies primarily focused on middle school students. Furthermore, the findings indicate that existing studies broadly aim to assess the current state of out-of-school learning environments in mathematics education. However, there is a need for more research on designing effective out-of-school learning environments and developing activities to enhance mathematics learning.

Keywords

• Out-of school learning environments
• Mathematics education
• Systematic review

Matematik eğitiminde okul dışı öğrenme ortamlarına yönelik yapılan çalışmaların eğilimleri: Bir sistematik derleme çalışması

Abstract

Bu çalışmada matematik eğitiminde okul dışı öğrenme ortamlarına yönelik çalışmaların sistematik derleme yoluyla, bütüncül bir bakış açısıyla incelenip eğilimlerinin belirlenmesi amaçlanmıştır. Ulusal ve uluslararası literatürde matematik eğitimindeki okul dışı öğrenme ortamlarına yönelik çalışmaların genel özellikleri ve yöntemleri karşılaştırılarak bu alandaki çalışmaların benzer ve farklı yönlerinin ortaya çıkarılması hedeflenmiştir. Bu doğrultuda Sistematik Derleme ve Meta-Analiz Çalışmaları için Tercih Edilen Raporlama Öğeleri (PRISMA) 2020 ölçütleri dikkate alınmış ve 36 çalışma, araştırma kapsamına dahil edilmiştir. Çalışmaların analizi için doküman incelemesi yöntemi kullanılmıştır. Gerçekleştirilen analizler çerçevesinde çalışmalarda genellikle nitel araştırmaların daha çok tercih edildiği, nicel ve karma türündeki çalışmaların görece daha az olduğu belirlenmiştir. Çalışmaların yıllara göre dağılımına odaklanıldığında, ulusal düzeydeki çalışmaların büyük çoğunluğunun 2018 yılı ve sonrasında gerçekleştirildiği sonucuna ulaşılmıştır. Araştırmaların çalışma grubu incelendiğinde ise ulusal ve uluslararası alanda ortaokul düzeyindeki çalışmaların daha çok tercih edildiği görülmüştür. Bulgulardan hareketle matematik eğitiminde okul dışı öğrenme ortamlarına yönelik daha çok durum tespitine yönelik çalışmaların gerçekleştirildiği, matematik eğitiminde okul dışı öğrenme ortamlarının nasıl tasarlanacağı ve ne tür etkinliklerin matematik eğitiminde öğrenmeleri daha etkin kılacağına yönelik çalışmalar daha çok ihtiyaç duyulduğu görülmüştür. Bu çerçevede araştırmacılara yönelik birtakım önerilerde bulunulmuştur.

Keywords

• Okul dışı öğrenme ortamları
• Matematik eğitimi
• Sistematik derleme

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