Table 1 Coding scheme for the TEML analysis.

Role of Technology

Rakes et al. (2020) and Young (2017)

Instruction

Integrated into teaching in class activities or used outside the classroom to practice skills.

Visualization or Modelling

Presents abstract concepts and helps visualize mathematical ideas and concepts.

Computation

Use of technology to check or perform calculations.

Assessment

Online testing or assessment through technology.

Combination

The technology used has more than one purpose or function.

Type of Technology

Ran et al. (2021a) and Young (2017)

Application

Software developed for some specific concepts (or purposes) that runs on mobile devices, such as tablets or smartphones (e.g., Fiete Math Climber).

Computer Algebra

System (CAS)

Web-based systems that function for illustrating math equations with a more professional interface (e.g., LiveMath).

Computer-aided

Assessment (CAA)

Assessments (diagnostic, formative, or summative) delivered via computers (e.g., ASSISTments and Problem-solving Assessment, Diagnosis, and the Remedial Instruction [PSADRI] system).

Dynamic Mathematics Software (DMS)

Designed to offer the opportunity to simulate or manipulate variables or adjust certain parameters (e.g., angles, lengths) that are not available in a paper-and-pencil, manual environment (e.g., GeoGebra and the Interactive Learning Materials Triangle [iLMT]).

Computer-assisted

Instruction (CAI)

A digital environment, typically accessed via laptops or desktops with or without teacher support, offers modular content and assessments or provides collaborative learning activities for group members (e.g., the use of NumberNet via SynergyNet multi-touch classroom).

Learning Management

System (LMS)

An LMS goes beyond simple instruction like CAI. It is a platform for hosting e-learning courses to create and deliver multimedia content, monitor and track participation, and assess performance (e.g., Moodle).

Intelligent Tutoring

System (ITS)

A computer system which uses AI technology to diagnose, provide personalized instruction and precise, immediate feedback to users without requiring intervention from a human teacher (e.g., Assessment and Learning in Knowledge Spaces [ALEKS] and Math Whizz).

Multiple

More than one software package or system utilized. For example, Paiva et al.’s (2015) use of Interactive Modules for Online Training (MITO) combined with several features of Moodle, the computer-aided assessment for mathematics STACK, and the mathematical software, GeoGebra.

Learning Outcome

Wu et al. (2021)

Cognition

Student learning outcomes or knowledge gained from the research which includes: (1) Achievement: performance, conceptual understanding or learning gains, (2) Higher Order Thinking: critical thinking ability, creativity, and problem-solving ability, and (3) Collaboration: interaction and engagement of peers as they work together during the learning process.

Affect

Participants’ feelings about learning including technology acceptance, emotions (e.g., anxiety), learning attitude, motivation, self-efficacy (self-esteem or self-proficiency), interest or engagement, satisfaction, and opinion/learning experience.

Skill

Skill-based learning or abilities students have learnt (e.g., problem-solving skills, mathematics fluency and flexibility, memory, reasoning ability).

Behavior

Exploring students’ learning behaviors (the way they act) through observations, learning logs, interviews, or self-reports.

Pedagogy

Bano et al. (2018)

Guided Learning

Using learning materials or tools (e.g., websites, hardware and software) to assist learners while they practice, collect, and organize information.

Game-based Learning

Game and game-like characteristics and principles embedded within learning activities.

Inquiry-based Learning

A learning process that engages students by helping them make real-world connections through exploration. It encourages students to engage in problem solving and experiential learning.

Problem- and Project-based Learning

Problem-based learning details the use of critical thinking to find solutions to non-routine, authentic problems. Project-based learning involves students in developing a plan and creating a product which addresses a certain problem.

Collaborative Learning

Using groups where students can discuss and work together to complete an activity or task.

Self-Directed Learning

Learners take charge of the learning process by diagnosing their needs, identifying goals and appropriate strategies, and evaluating their learning outcomes

Content Standard

NCTM (2014)

Number and Operations

Numbers, fractions, decimals, and percentages; their relationships to one another; their uses in the real world; and the properties of number systems.

Algebra

Number patterns; number and variables in formulae and equations; and graphs, functions, exponents and polynomials.

Geometry

Basic shapes, the properties of 2D and 3D shapes, relationships between shapes and objects, and trigonometry.

Measurement

Measurement tools (e.g., ruler or scale); different systems of measurement (e.g., metric); and complex equations which include different units of measurement.

Data Analysis and Probability

Data about immediate surroundings represented in charts and graphs; relationships between variables; and the applicability of statistical studies and surveys.

Combination

Two or more of the content standards.

Not Specified

The study did not identify the content domain.

Other

Beyond the K-12 mathematics curriculum and related to higher education participants.

Process Standard

NCTM (2014)

Problem Solving

Applying the concepts and strategies learnt to complete mathematical tasks (basic, abstract or real-life) while building on new mathematical knowledge and understanding.

Reasoning and Proof

Develop, use, and evaluate mathematical conjectures, arguments, methods of proofs and types of reasoning.

Communication

Use key concepts clearly and coherently as well as analyze and evaluate the mathematical thinking of others.

Connections

Understand how mathematical concepts relate to one another and apply those connections in different contexts, both inside and outside the classroom.

Representation

Create models which illustrate mathematics concepts and use them to interpret physical, social, and mathematical phenomena.