Despite growing scholarly interest in mathematics teacher knowledge over the past 25 years, no comprehensive systematic mapping has been conducted to examine its conceptual evolution, thematic structure, and developmental trajectory. This study aims to map publication trends; identify high impact works; uncover thematic associations and conceptual co-occurrences; trace the temporal evolution of dominant topics; and classify research themes by their developmental trajectory, distinguishing motor, basic, niche, and declining themes in mathematics teacher knowledge research. A total of 550 Scopus-indexed articles published between 1 January 2000, and 31 December 2025 were analysed using the bibliometrix R package, covering performance analysis, science mapping, and keyword co-occurrence network analysis. The results show a steady increase in publications, with a sharp rise after 2018 and a peak around 2025. Citation impact was highest during the formative period of 2005–2010, reflecting the field’s consolidation around foundational frameworks of mathematical knowledge for teaching. Mathematical content knowledge, PCK, and MKT consistently constitute the field's conceptual core, with mathematical content knowledge serving as the central connecting node across all thematic clusters. Topic trends analysis reveals a clear trajectory from broad theoretical frameworks toward more specialised, practice-oriented, and technology-integrated topics from 2020 onward. Strategic diagram analysis classifies teaching quality and initial teacher education as current motor themes, indicating that the field has matured from defining teacher knowledge to operationalising it in classroom practice. Future research should prioritise cross-database validation and geographic network analysis and should examine how the depth of mathematical content knowledge conditions the development of technology-integrated teaching competencies such as TPACK.
Dian Permatasari, Tatang Herman, Siti Fatimah et al.· International Journal of Lea...· 0 citations
Self-efficacy has been one of the most widely used psychological constructs in mathematics education research for over three decades. However, the development of research, the intellectual structure of the field, and its relationship to learning approaches and mathematical competence have not been comprehensively developed. This study aims to analyze publication trends, thematic structures, and identify research gaps regarding self-efficacy in mathematics education. The study uses a bibliometric approach to 3,096 Scopus Open Access documents from 2013–2025 that have been screened to ensure their relevance to the field of education. The analysis was conducted using Bibliometrix (R) to broadcast publication performance and VOSviewer to map the co-word network. The results show sharp and consistent growth (Annual Growth Rate 20.47%), with Frontiers in Psychology as the most published platform (197 documents) while EURASIA Journal of Mathematics, Science and Technology Education remains the most relevant core journal for the mathematics education audience specifically. The co-word mapping identified four thematic clusters—self-efficacy, mathematics teaching and achievement; health and behavior; clinical education and medical competence; as well as procedures and pilot studies. However, the most pedagogically significant finding is the lack of explicit integration between self-efficacy, team-based learning, and mathematical communication in the context of statistics education: combined phrases such as ‘collaborative learning in statistics’ and ‘communication skills in mathematics’ were completely absent (n = 0) among all the documents analyzed, while the individual terms rarely appeared alongside self-efficacy. This finding confirms that research interventions that integrate collaborative learning with self-efficacy strengthening in statistics courses—particularly in higher education contexts that are still underrepresented in the global literature such as Southeast Asia—represent a pressing research agenda and have the potential to make significant pedagogical contributions to the teaching of mathematics and statistics in higher education.
Nike Astiswijaya, T. Turmudi, Kusnandi Kusnandi et al.· ISEJ : Indonesian Science Ed...· 0 citations
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