Abstract
Graduate theses represent a critical stage in the development of research competence in mathematics education; however, limited attention has been given to the methodological characteristics and rigor-related practices reflected in these studies This study examined the methodological characteristics of 135 theses from the Master of Arts in Mathematics and Master of Arts in Teaching Mathematics programs through a documentary research design employing systematic review procedures and summative content analysis. Specifically, the study analyzed trends in research approaches and designs, research settings, participants, sampling procedures, data collection instruments, data types, and analytical methods. Findings revealed a strong dominance of quantitative, school-based, and student-focused studies, with most theses utilizing convenience sampling, questionnaire-based instruments, and interval-level data analyzed through commonly employed statistical techniques such as means, t-tests, and correlations. In contrast, qualitative and mixed methods approach, diverse participant groups, non-school contexts, methodological triangulation, and advanced analytical procedures were minimally represented. These patterns appear to reflect the professional contexts and methodological preferences commonly encountered by practicing teacher-researchers, as well as the techniques in analysis most frequently highlighted in graduate research guidance. While the findings demonstrate foundational methodological engagement, they also indicate limited diversity in research approaches, participant contexts, and analytical procedures, which may limit methodological rigor and generalizability. The study provides evidence-based insights into prevailing methodological practices in graduate mathematics education research and highlights the need to strengthen methodological training through broader exposure to qualitative and mixed-methods approaches, advanced analytical techniques, improved sampling strategies, and stronger methodological coherence in graduate research programs.
Keywords: Content Analysis, Graduate Theses, Mathematics Education Research, Methodological Characteristics, Research Trends.