Author(s): Melike ÃZÃDOÄRU
This study is a review of the literature and aimed to examine material use in mathematics courses while teaching various topics in different grade levels. In other words, this study aimed to understand the current condition in terms of what kinds of materials were included by teachers in mathematics courses to teach different subjects and their effect on mathematics outputs. In this study, a meta-review procedure was employed. Meta-review is a systematic review of studies employed to analyze the data collected from multiple studies to reach a general judgment regarding the results of these studies. Having examined the studies conducted after 2004, 67 studies (42 thesis and 25 research articles) were included in this meta-review study. In this study, descriptive and content analysis methods were employed to generate themes and two themes were generated: ‘the type of materials’ and ‘cognitive and affective contribution of materials’. As a result of this analysis, it was determined that researchers included materials using computer software and web sources, concrete materials related to mathematics; materials not directly related to mathematics; metacognitive materials and a mix of these materials. Also, it was revealed that materials contributed to different student outcomes such as achievement, attitude, retention levels, self-efficacy, motivation, anxiety, spatial visualization skills, geometric thinking skills, making inferences, hypothesizing skills and concretization abilities of students.
The Journal of International Social Research received 7760 citations as per Google Scholar report
