This systematic review of mathematics educational technology literature identified 1356 manuscripts addressing the integration of educational technology into mathematics instruction. The manuscripts were analyzed using three frameworks (Research Design, Teacher Knowledge, and TPACK) and three supplementary lenses (Data Sources, Outcomes, and NCTM Principles) to produce a database to support future research syntheses and meta-analyses. Preliminary analyses of student and teacher outcomes (e.g., knowledge, cognition, affect, and performance) suggest that the effects of incorporating graphing calculator and dynamic geometry technologies have been abundantly studied; however, the usefulness of the results was often limited by missing information regarding measures of validity, reliability, and/or trustworthiness.