A scientometric look at mathematics education from Scopus database

Ramírez, Miguel Cruz; Devesa, Rafael Armando Rodríguez

doi:10.54870/1551-3440.1449

Cited by 15 publications

(18 citation statements)

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“…However, the publications increase rapidly following the exponential model since 1997. These findings are similar to the study conducted by Ramirez and Rodriguez Devesa (2019) in which the publications in mathematics education is predicted to increase exponentially. While mathematics learning from concrete to abstract is rooted in the constructivist epistemology of Jean Piaget (1952), the increasing trend of the research is supported by Greenes (1995) in which constructivism theory dominated the research in mathematics education since the 1990s.…”

Section: Discussionsupporting

confidence: 89%

Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis

Chin

Meng

SUSEELAN

2022

Participatory Educational Research

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Mathematics learning is illustrated as a developmental progression in the direction of concrete-to-abstract by educational theorists. Various studies rooted in this notion were conducted in the past. This study aimed to profile the landscape of research rooted in this notion which was published from 1968 to 2021. The bibliographic data of 425 related publications were retrieved from the Scopus database for bibliometric analysis. Descriptive analysis and regression analysis were performed to profile the publication trend. Then, author bibliographic coupling analysis was carried out to identify the domains of research related to mathematics learning from concrete to abstract. The findings show an increasing trend of publication following the exponential model. The research was clustered into five research domains: (i) 'manipulatives and arithmetic learning'; (ii) 'mathematics learning of students with learning disabilities'; (iii) 'Concrete-Representational-Abstract sequence in elementary mathematics teaching'; (iv) 'Ideal mathematics teaching'; and (v) 'mathematics problem-solving and mathematics learning of students with autism spectrum disorder'. The two emergent research domains in this research area are (i) 'mathematics learning of students with learning disabilities'; and (ii) 'mathematics problem-solving and mathematics learning of students with autism spectrum disorder', which have the highest proportion of publications since 2015. The findings of this study can help researchers to understand the current landscape of research with the notion of mathematics learning from concrete to abstract, and hence propose pathways for future research.

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Section: Discussionsupporting

confidence: 89%

Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis

Chin

Meng

SUSEELAN

2022

Participatory Educational Research

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“…Today, all existing scientometrics databases can be divided into two major groups: international and national [11,12,13,14,15,16,17]. The most well-known international databases are: Springer, Scopus, Web of Science, CiteseerX, Microsoft Academic, aminer, refseek, BASE (Bielefeld Academic Search Engine), WorldWideSciense, JURN, Google Scholar, Google patent and others.…”

Section: Literature Reviewmentioning

confidence: 99%

A semantic structuring of educational research using ontologies

Shapovalov¹,

Shapovalov²,

Tarasenko³

et al. 2021

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This article is devoted to the presentation of the semantic interoperability of research and scientific results through an ontological taxonomy. To achieve this, the principles of systematization and structuration of the scientific/research results in scientometrics databases have been analysed. We use the existing cognitive IT platform Polyhedron and extend it with an ontology-based information model as main contribution. As a proof-of-concept we have modelled two ontological graphs, “Development of a rational way for utilization of methane tank waste at LLC Vasylkivska poultry farm” and “Development a method for utilization of methane tank effluent”. Also, for a demonstration of the perspective of ontological systems for a systematization of research and scientific results, the “Hypothesis test system” ontological graph has created.

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“…Bibliometric analysis provides “quantitative confirmation of subjectively derived categories in published reviews as well as for exploring the research landscape and identifying the categories (Zupic & Cater, 2015 , p. 30).” Bibliometric analysis can be utilized to process mass amounts of data (Huang et al, 2020 ) in an objective and quantifiable manner (Muritala et al, 2020 ) while providing visualization as a convenient means of depicting how research areas are distributed (Garfield, 1994 ). Its analysis has been applied in investigation of disciplines (Aristovnik et al, 2020 ), journals (Mas-Tur et al, 2020 ), international research collaborations (Sweileh et al, 2018 ) and research topics fields such as math education (Ersozlu & Karakus, 2019 ; Ozkaya, 2018 ; Ramirez & Devesa, 2019 ; Drijvers et al, 2020 ). Different bibliometric analysis techniques may require use of different tools such as VOSviewer (van Eck & Waltman, 2010 ), R Bibliometrix/Biblioshiny (Aria & Cuccurullo, 2017 ), or Citespace (Chen, 2006 ).…”

Section: Introductionmentioning

confidence: 99%

“…Other bibliometric analysis accessed different databases and timespans. For instance, Ramirez and Devesa ( 2019 ) focused on the scientific production in mathematics education by examining 5633 articles between 1978 and 2017 in SCOPUS. Ozkaya ( 2018 ) looked at 9941 articles in WOS between 1980 and 2018 and examined the performance analysis and scientific mapping in mathematics education.…”

Section: Introductionmentioning

confidence: 99%

Online mathematics education as bio-eco-techno process: bibliometric analysis using co-authorship and bibliographic coupling

Hasumi

Chiu

2022

Scientometrics

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Under the COVID-19 pandemic, mathematics education has moved completely online. To tackle this new norm based on bio-eco-techno theories, this study aims to provide educators an overview of the research landscape for envisioning educational practices through bibliometric analysis of 319 articles and reviews published in peer-reviewed journals from 1993 to 2020. Country and institutional co-authorship depicts the social network structure of the field to identify top productive contributors. Bibliographic coupling of publications forms the conceptual structure, revealing research themes. Together, the results are mapped according to the bio-eco-techno perspective. The bioecological system highlights student achievement as the central concerns. The microsystem emphasizes techno-subsystems for supporting flipped learning. The exosystem and mesosystem require institution support for teacher pedagogical design, digital competencies, and collaboration. The macrosystem raises the issue of distribution or centralization in the strengths of online mathematics education and calls for greater cross-national boundary digital use and collaboration. The chronosystem asks: Does Covid-19 force the popularity of blended or flipped learning into online education? Based on the bio-eco-techno perspective, further recommendations are provided. Supplementary Information The online version contains supplementary material available at 10.1007/s11192-022-04441-3.

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A scientometric look at mathematics education from Scopus database

Cited by 15 publications

References 0 publications

Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis

Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis

A semantic structuring of educational research using ontologies

Online mathematics education as bio-eco-techno process: bibliometric analysis using co-authorship and bibliographic coupling

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