Matematik Eğitimi Alanındaki Teknolojik Pedagojik Alan Bilgisi Çalışmalarının İncelenmesi

Öz

Bu çalışmanın amacı, 2020-2024 yılları arasında matematik eğitiminde Teknolojik Pedagojik İçerik Bilgisi (TPAB) konusunda yapılan çalışmaları incelemektir. Araştırmada sistematik literatür tarama yöntemi kullanılmıştır. ScienceDirect, Wiley Online Library, Taylor & Francis, Springer Link ve Web of Science veri tabanları incelenmiş; toplam 68 çalışma tespit edilerek araştırma kapsamına alınmıştır. Elde edilen çalışmalar matematiğin bilişsel ve duyuşsal alan temaları ve alt alanları açısından analiz edilmiştir. Araştırma sonuçlarına göre bilişsel alan temalarının duyuşsal alanlardan daha sık incelendiği bulunmuştur. Bilişsel alanda ağırlıklı olarak bilgi düzeylerine odaklanılırken, duyuşsal alanda ise tutum temalarına ağırlık verilmiştir. Matematiksel içerik açısından çalışmaların ağırlıklı olarak geometri alt alanında yoğunlaştığı belirlenmiştir. Bu çalışmanın matematik eğitiminde TPAB ile ilgili uluslararası veri tabanlarındaki eğilimleri ortaya koyarak ve mevcut araştırma boşluklarını belirleyerek literatüre önemli katkı sağlaması beklenmektedir. Ayrıca, benzer konularda çalışma yapmayı planlayan araştırmacılara kapsamlı ve bütüncül bir değerlendirme sunarak yol gösterici bir kaynak olması öngörülmektedir.

Anahtar Kelimeler

• Teknolojik pedagojik içerik bilgisi
• matematik eğitimi
• betimsel içerik analizi

A Review of Studies on Technological Pedagogical Content Knowledge in Mathematics Education

Öz

The purpose of this study is to review the studies conducted on Technological Pedagogical Content Knowledge (TPACK) in mathematics education between 2020 and 2024. The research employed a systematic literature review method. The databases ScienceDirect, Wiley Online Library, Taylor & Francis, Springer Link, and Web of Science were examined; a total of 68 studies were identified and included in the scope of this research. The studies obtained were analyzed in terms of cognitive and affective domain themes and subfields of mathematics. According to the results of the research, cognitive domain themes were found to be examined more frequently than affective domains. Within the cognitive domain, the focus was mainly on knowledge levels, whereas within the affective domain, attitude themes were emphasized. In terms of mathematical content, it was determined that the studies were primarily concentrated in the geometry subfield. This study is expected to significantly contribute to the literature by revealing trends in international databases on TPACK in mathematics education and identifying existing research gaps. Furthermore, it is anticipated to serve as a guiding resource for researchers planning to conduct studies on similar topics by offering a comprehensive and holistic evaluation.

Anahtar Kelimeler

• Technological pedagogical content knowledge
• mathematics education
• descriptive content analysis

Kaynakça

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