Abstract
In this Research Commentary, we address a call to translate qualitative educational research into practice by highlighting the potential of the qualitative synthesis methodology, which thus far has had limited guidelines and exemplars in mathematics education research. We contribute methodological guidance on one qualitative synthesis approach, meta-aggregation, by sharing experiences and lessons learned from using this approach in mathematics education. We discuss how and why researchers can normalize the use of this synthesis approach to influence policies and practices in mathematics teaching and learning. By sharing our experiences and insights on meta-aggregation components, we aim to support and motivate future development and application of qualitative synthesis in mathematics education research.
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