Augmented reality (AR) helps three dimensional, virtual objects to be viewed, interactively, in a real-world setting. AR technology is used in many fields such as medicine, advertisement, military, industry, and increasingly in education. AR has an importantrole in concretizing educational platforms and achieving permanentlearning. This study aims to evaluate studies on the use of AR in mathematics education through meta-synthesis. 20 research articles, two master's theses, and two PhD theses, published between 2010 and 2021, centered on the use of AR technology, utilizing either qualitative or mixed methodology were analyzed in this study. The databases used for selecting the texts including Google Scholar, EBSCO, Education Resources Information Center, Elsevier Scopus, ProQuest Dissertations and Theses Full Text, Springer Link, Taylor & Francis Online, TUBITAK ULAKBIM Dergipark, YOK Thesis Centre. The studies included in the meta-synthesis have been grouped according to their descriptive properties, research methods, data gathering tools, data analysis, the mathematics subjects they focus on, their validity and reliability, and the conclusions and suggestions they present. The similarities and differences between these studies have been compared, and in accordance with the nature of meta-synthesis they have been categorized into themes for synthesis. Parallel to technological progress, it was observed that the use of AR in mathematics education has tended to increase over the years. In conclusion, most of the studies on AR in mathematics education focus on increasing spatial ability. It was seen that the visualization and concretization aspects of AR were often used. This meta-synthesis offers suggestions for future researchers who are interested in the use of AR in mathematics education.