Learning Geometry with Dynamic Geometry Environments: A Systematic Review of 30 Years of Research

Abstract

This systematic review synthesizes 233 empirical journal articles published between 1991 and 2023 examining research on dynamic geometry environments (DGEs) in the context of learning and teaching geometry. Following PRISMA procedures, we combined structural topic modeling with interpretive thematic analysis to identify major research trends and their development over time. Five overarching themes were identified: mathematical reasoning and proof, instructional practices and teacher orchestration, conceptual understanding and learning outcomes, learner characteristics and diversity, and affective dimensions of engagement. Temporal analyses indicate a shift from early emphases on conjecture generation and proof toward increased attention to teacher orchestration, learner diversity, and affective dimensions of geometric learning. The findings provide a longitudinal account of how research priorities in DGE-supported geometry learning have evolved and highlight emerging directions for supporting equitable and conceptually oriented geometry instruction.