The Use of Literary Elements in Teaching Mathematics: A Bibliometric Analysis

Abstract

Utilizing literary elements for teaching mathematics is gaining importance nowadays because it is claimed that integrating literature and mathematics supports learning process in different ways. Before using this integration in educational settings, we, teachers, and researchers, need to know that what the research tells us about this integration. Therefore, the goal of this research is to review the literature on literary elements employed in mathematics instruction. In order to accomplish this, a literature search covering the years 1951-2021 was conducted using subject-related keywords including "children's literature," "story," and "mathematics." The studies obtained from the journals which are indexed in the Scopus using the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) diagram. The studies about the topic were investigated in terms of title, keywords, and abstracts before the analysis. As a result, 484 articles that met the inclusion criteria of the research were investigated by bibliometric analysis and descriptive analysis. The most influential authors, articles, journals, institutions, the trend of the publications by years, cooperation between institutions and cooperation between authors were determined. As a result, this study has revealed the conceptual, intellectual, and social structure of the literary elements used in mathematics instruction.

Mengeksplore aljabar awal di sekolah menengah: kombinasi analisis bibliometric dan meta analisis

“…This was achieved through a meticulous examination of keyword co-occurrence. By scrutinizing the interrelationships and patterns of keywords within the literature, the research aimed to unveil significant thematic and directional underpinnings in the field of mathematics education (Cheng et al, 2014;Durmaz, 2023). This approach directs the study from a micro focus to a macro focus, affording the researcher the chance to explore the dynamics of the field from a more expansive and comprehensive vantage point (Moorhead, 1981;Zupic & Čater, 2015).…”