International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education Indexed in ESCI
A Suggestion of a Framework: Conceptualization of the Factors That Affect Technology Integration in Mathematics Education
In-text citation: (Ince-Muslu & Erduran, 2021)
Reference: Ince-Muslu, B., & Erduran, A. (2021). A Suggestion of a Framework: Conceptualization of the Factors That Affect Technology Integration in Mathematics Education. International Electronic Journal of Mathematics Education, 16(1), em0617.
In-text citation: (1), (2), (3), etc.
Reference: Ince-Muslu B, Erduran A. A Suggestion of a Framework: Conceptualization of the Factors That Affect Technology Integration in Mathematics Education. INT ELECT J MATH ED. 2021;16(1), em0617.
In-text citation: (Ince-Muslu and Erduran, 2021)
Reference: Ince-Muslu, Burcin, and Ayten Erduran. "A Suggestion of a Framework: Conceptualization of the Factors That Affect Technology Integration in Mathematics Education". International Electronic Journal of Mathematics Education 2021 16 no. 1 (2021): em0617.
In-text citation: (Ince-Muslu and Erduran, 2021)
Reference: Ince-Muslu, B., and Erduran, A. (2021). A Suggestion of a Framework: Conceptualization of the Factors That Affect Technology Integration in Mathematics Education. International Electronic Journal of Mathematics Education, 16(1), em0617.
In-text citation: (Ince-Muslu and Erduran, 2021)
Reference: Ince-Muslu, Burcin et al. "A Suggestion of a Framework: Conceptualization of the Factors That Affect Technology Integration in Mathematics Education". International Electronic Journal of Mathematics Education, vol. 16, no. 1, 2021, em0617.
In-text citation: (1), (2), (3), etc.
Reference: Ince-Muslu B, Erduran A. A Suggestion of a Framework: Conceptualization of the Factors That Affect Technology Integration in Mathematics Education. INT ELECT J MATH ED. 2021;16(1):em0617.


The aim of this study is to identify the main factors that affected the process of technology integration in mathematics education. The methodological approach taken in this study is a structured grounded theory. The participants of the study included two secondary-school mathematics teachers, four students selected by the teachers, and two school administrators who were responsible for technology implementation. The data collection tools included two semi-structured interview forms based on a literature review, whose pilot studies were conducted, to identify the opinions of teachers, students and administrators separately. The data analysis method of the study was the constant comparative method that requires to collect data constantly and create codes and categories suggested by the grounded theory. For the analysis of the data, the qualitative data analysis software, MAXQDA 2020, was employed. Based on the findings of the study the factors that affected the process of technology integration in mathematics education were examined as teacher-driven and non-teacher driven factors. The results of the study highlighted that teachers were highly effective in the integration process. Therefore, 20 factors that affected the teachers were identified. These factors included perception of technology, technological awareness, self-confidence, planning and technological materials; and 9 factors that were related to non-teacher-driven aspects including physical conditions, administrative support, student readiness, economic situation, mathematics curriculum and mathematics curriculum approach. These factors were associated with each other, and a framework related to the factors that affected technology integration in mathematics education was suggested.


Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).


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