Julie A. Buasen, Nick W. Sibaen, Monica S. Alimondo
Abstract
Despite the increasing use of thesis archives to study research trends, there is still limited work that closely examines what graduate research in mathematics education focuses on within specific institutional contexts. This study explores the research trends and thematic orientations of Master of Arts (MA) in mathematics theses to inform curriculum development and future research directions. Using a qualitative content analysis approach, 129 theses completed between 2000 and 2024 were examined through their titles, abstracts, and statements of the problem. Through inductive coding and thematic synthesis, five major domains emerged: predictive and correlational studies (PCS) (31.78%); instructional interventions and innovations (III) (28.68%); assessment of mathematics readiness, achievement, and curriculum (AMRAC) (24.81%); cultural and contextual dimensions of mathematics learning (CCDML) (8.53%); and affective, motivational, and self-regulated learning in mathematics (AMSRLM) (6.20%). The findings point to a strong concentration on performance-oriented and quantitatively driven studies, particularly those using correlational and intervention-based approaches. This pattern reflects both the accessibility of quantitative methods and the program’s emphasis on measurable outcomes. In contrast, studies that explore affective and sociocultural aspects of learning remain limited, although there are signs of gradual growth in more recent years, especially in work that adopts qualitative and culturally grounded perspectives. These patterns suggest that graduate research is shaped not only by educational priorities but also by the structure of the program and the type of methodological training students receive. Overall, the study highlights the need to broaden the scope of inquiry toward more context-sensitive and interdisciplinary approaches, and it offers insight into how thesis work reflects the evolving directions of mathematics education research.
