The Effectiveness of Technology Integration in Secondary Mathematics
A Meta-analysis from an Activity Theory Perspective
Bibliographic Data
| ID | 21729619 |
|---|---|
| Authors | Yimei Zhang (0000-0002-7761-1913, McGill University, corresponding author), Jie Gao (0000-0002-9523-4541, McGill University), Xiaoshan Huang (0000-0002-2853-7219, McGill University), Shasha Li (0000-0001-9177-8173), Mengqian Wu (McGill University), Yiran Lin (McGill University), Nikki G Lobczowski (0000-0002-9018-2957, McGill University) |
| Year | 2026 |
| Volume | 26 |
| Issue | 3 |
| Publication date | 2026-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Canadian Journal of Science Mathematics and Technology Education (JOURNAL) |
| Journal identifiers | ISSN: 1492-6156 • E-ISSN: 1942-4051 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s42330-026-00494-1 |
| OpenAlex | W7164312518 |
| Language | EN |
| References cited | 98 |
Activity Theory · Curriculum · Educational technology · Technology education · Technology integration · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques
Education at a Glance 2019
Cognitive Load Theory
Toward a set of design principles for mathematics flipped classrooms
How to Estimate and Interpret Various Effect Sizes.
Activity theory as a framework for designing constructivist learning environments
Effect size estimates
The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms
A basic introduction to fixed-effect and random-effects models for meta-analysis
The flipped classroom
The PRISMA 2020 statement
Measuring inconsistency in meta-analyses
Assessing Numerical Analysis Performance with the Practi Mobile App
Covid-19 pandemic and online learning
Tracking the process and motivation of math learning with augmented reality
Effect of the flipped classroom on the mathematics performance of middle school students
The Effects of Computer-Assisted Instruction on Mathematics Achievement in Mainland China
Redesigning mathematics preservice teachers’ preparation for teaching with technology
Do games reduce maths anxiety? A meta-analysis
Challenges in the online component of blended learning
Developing an AI-based chatbot for practicing responsive teaching in mathematics
Exploring the Use of Escribo Play Mobile Learning Games to Foster Early Mathematics for Low-Income First-Grade Children
Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010–2023)
Effectiveness of digital-based interventions for children with mathematical learning difficulties
Mathematical experience in game‐based problem‐solving
Effects of digital games on student motivation in mathematics
Improving short‐term academic performance in the flipped classroom using dynamic geometry software
A meta‐analysis on the effects of technology's functions and roles on students' mathematics achievement in K‐12 classrooms
How does the modern home environment impact children's mathematics knowledge? Evidence from Canadian elementary children's digital home numeracy practice (DHNP)
Cohen's and Hedges' g
Nonparametric estimators of effect size in meta-analysis
| Highly cited | No |
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