Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Cilt 16, Sayı 1, Haziran 2022, sayfa 135-171. ISSN: 1307-6086 Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education Vol. 16, Issue 1, June 2022, pp. 135-171. ISSN: 1307-6086 Araştırma Makalesi / Research Article Trends in Postgraduate Thesis Studies on Pedagogical Content Knowledge in Mathematics Education in Turkey: A Systematic Review Filiz DİKKARTIN ÖVEZ 1 , Semanur CAN 2 , Emine ÖZDEMİR 3 1 Balıkesir University, Balıkesir, f.tubadikkartin@gmail.com, http://orcid.org/0000-0003-2646-5327 2 Institution, Address, semanur8872@gmail.com, http://orcid.org/0000-0002-7116-7102 3 Balıkesir University, Balıkesir, eozdemir@balikesir.edu.tr, http://orcid.org/0000-0002-4114-0005 Received : 08.01.2022 Accepted : 26.04.2022 Doi: 10.17522/balikesirnef.1055083 Abstract – The aim of this study is to systematically review and assess the subliminal theses in Turkey which were subject to pedagogical know-how from the mathematical studies published in the national thesis center between 2016 and 2021. To examine prostheses according to certain criteria, qualitative research methods were based on a systematic examination method. In order to obtain the data of the study, 25 postgraduate theses about pedagogic content knowledge in math education were included in the analysis based on the PRISMA information flow, at the National Thesis Data Center of the Presidency of the Council of Higher Education. The theses chosen in line with the aim of the study were examined in the framework of the study evaluation form. As a result, it has been found that the knowledge of program, content knowledge, knowledge of understanding student, and knowledge of instructional strategies - subcomponents of pedagogical content knowledge as revealed by theorists who reviewed pedagogic content knowledge - is not scrutinized in detail by the graduate thesis studies. Key words: pedagogical content knowledge, mathematics education, postgraduate thesis, systematic review. ------------ Corresponding author: Filiz DİKKARTIN ÖVEZ, f.tubadikkartin@gmail.com, Balıkesir University Introduction The quality of teaching requires that the teacher have knowledge of the students and their culture, their political and social environment (Ball and McDiarmid, 1990). In order for the teacher to teach the students the field in a useful and effective way, it is believed that the teacher