Commognitive Framework in Mathematics Education Research: A Meta-Synthesis

Cognitive, social, and affective domains in mathematics education, both at individual and collaborative levels, have been subjects of extensive research. The commognitive framework has emerged as a valuable analytical tool to explore these issues. Although there have been literature reviews related to commognition, the researchers found that there is still a lack of meta-synthesis research on commognitive framework-based studies in mathematics education. Therefore, this study conducts a meta-synthesis of 32 articles from Scopus that utilize the commognitive framework in mathematics education and learning, employing the approach developed by Deborah Finfgeld-Connett. The specific objectives of this study are to understand the role of the commognitive framework in addressing these domains and to identify potential research opportunities. The findings reveal that the commognitive framework has been applied in diverse countries, with a higher prevalence in higher education settings. Key insights from the synthesis underscore the significance of incorporating the commognitive perspective in mathematics education. Moreover, this study discusses conjectures, potentials, and important research gaps that warrant further exploration, providing valuable implications for researchers and educators in mathematics education.