A content analysis of research on technology use for teaching mathematics to students with disabilities: word networks and topic modeling.

The purpose of this study was to conduct a content analysis of research on technology use for teaching mathematics to students with disabilities. We applied word networks and structural topic modeling of 488 studies published from 1980 to 2021. Results showed that the words "computer" and "computer-assisted instruction" had the highest degree of centrality in the 1980s and 1990s, and "learning disability" was another central word in the 2000s and 2010s. The associated word probability for 15 topics also represented technology use within different instructional practices, tools, and students with either high- or low-incidence disabilities. A piecewise linear regression with knots in 1990, 2000, and 2010 demonstrated decreasing trends for the topics of , , , , and . Despite some fluctuations in the prevalence in the 1980s, the , , , , and topics showed increasing trends, particularly after 1990. Some research topics, including and have gradually increased in topic proportions since 1980. Topics including , , and have shown increasing prevalence since 2010; this increase was statistically significant for the topic over the past decade.