Methodological Quality of Grounded Theory in Mathematics Education Researches: A Systematic Review

Abstract

This study aimed to provide a systematic review by evaluating the accuracy and quality of mathematics education research that employed the grounded theory methodology. A systematic search was conducted in the databases (EBSCO), (SAGE Journals), (Google Scholar), (Springer), and (Eric) to identify studies in the field of mathematics education that mentioned the use of grounded theory methodology and/or methods in the title, abstract, or methodology. The descriptive characteristics and methodological quality of eligible studies were examined using evaluation guidelines developed by (Hutchison et al., 2011). The review included eighteen research papers conducted between 2010 and 2023. The results showed that the grounded theory methodology is increasingly being used by researchers. Five studies (33%) provided a good understanding and appropriate application of grounded theory methodology through their adherence to the six principles. The rates of application of the principles of grounded theory were variable, although most studies did not adhere to the principles of grounded theory and its capabilities were not exploited well, such as memos, theoretical sampling, use of charts and tables, theoretical saturation, and integration of theory with the literature, which was reflected in the opportunities for theoretical innovation. Keywords: grounded theory, methodological quality of grounded theory, mathematics education research