.
The development of our framework is based on the Lagrange et al. (2003) framework, which we knew would need to be revised in order to fit our purposes. We have thus far implemented a pilot study focusing on two well-regarded journals and two sets of conference proceedings that we felt deal most prominently with university-level technology use. From these four sources we reviewed 326 contributions with the objective of developing a useful and relevant framework for the larger-scale review of literature that would follow. In this paper we outline preliminary results of our pilot study. A thorough account of the study, which includes the framework we are developing, is still in progress. We aim to point out that it is particularly important to pay more attention to university-level teaching, because universities face new challenges such as increased student enrollment in higher education, decline in students' mathematical preparedness, decreased interest toward STEM subjects, and the emergence of new technologies (Lavicza, 2008). Mathematicians must cope with these challenges on a daily basis and only a few studies have offered systematic review and developed recommendations in this area. .
Our project aims at both documenting university practices and formulating recommendations for individual and departmental change. Our research program also aims at raising the amount of attention paid to tertiary mathematics teaching from a research point of view and, from a more practical side, elaborating on specific issues and strategies for the systemic integration of technology in university mathematics.
Methods.
The review follows the Systematic Research Synthesis methodology developed by the EPPI Centre at the University of London (EPPI-Centre, 2007). We selected two highly regarded international journals in the field, namely the International Journal for Computers in Mathematical Learning (issues since its beginning in 1996) and the Educational Studies in Mathematics (since 1990).
