Jul 2026· International Journal of Contemporary Studies in Education (IJ-CSE)· Vol 5, pp. 119-137· 0 citations
Abstract
Purpose – Mathematical representation is a core component of Realistic Mathematics Education (RME), enabling learners to construct mathematical meaning through multiple representations. Despite the growing body of research, existing reviews largely emphasize instructional effectiveness or bibliometric trends without explaining the field's intellectual evolution. This study mapped the evolution of mathematical representation research within RME by examining its research landscape, knowledge diffusion, intellectual structure, thematic development, and future directions.
Methodology – An integrated Systematic Literature Review and bibliometric analysis was conducted following the PRISMA protocol. Thirty-eight English-language journal articles indexed in Scopus were analysed using VOSviewer through publication trend analysis, collaboration networks, keyword co-occurrence, overlay and density visualisations, and bibliographic coupling.
Findings – Research has progressed through four developmental phases: Foundation, Expansion, Diversification, and Integration. The findings reveal global knowledge diffusion from the Netherlands as the theoretical origin to Indonesia as the principal site of contextual adaptation, with Malaysia serving as a key regional collaborator. Four interconnected intellectual domains emerged: instructional design, mathematical representation, assessment, and educational technology. Emerging research frontiers include longitudinal representational development, adaptive assessment, artificial intelligence, teacher professional learning, and cross-cultural implementation.
Novelty – This study proposes a theory-oriented bibliometric synthesis that integrates research trends, knowledge diffusion, intellectual structures, thematic evolution, and research frontiers into a unified conceptual framework.
Significance – The findings provide an evidence-based foundation for theory development, research prioritisation, and instructional innovation, advancing mathematical representation as a central construct in contemporary mathematics education.
Purpose – Mathematical reasoning has become a central focus of mathematics education research; however, existing evidence remains fragmented across cognitive, pedagogical, affective, and representational perspectives. Previous reviews have rarely integrated bibliometric mapping with systematic evidence synthesis to explain the intellectual development of this field. This study aims to examine the intellectual structure, thematic evolution, and emerging research frontiers of mathematical reasoning in cognitive processes.
Methodology – This study employed a mixed-review design integrating bibliometric analysis and a Systematic Literature Review (SLR). Bibliographic data were retrieved from the Scopus database and selected using the PRISMA 2020 framework, resulting in 334 eligible journal articles. Bibliometric mapping was conducted using VOSviewer to analyse publication trends, country productivity, author collaboration, keyword co-occurrence, and density visualization, while qualitative synthesis was used to interpret thematic development and identify research gaps.
Findings – The results reveal three major findings. First, scientific production has increased markedly since 2018, reflecting growing international interest in mathematical reasoning within cognitive processes. Second, mathematical reasoning functions as the intellectual hub linking cognitive, pedagogical, linguistic, semiotic, and affective perspectives. Third, affective constructs, particularly motivation and self-efficacy, remain underrepresented, highlighting important opportunities for future interdisciplinary research.
Novelty – This study provides the first integrated synthesis combining bibliometric analysis and PRISMA-guided SLR to map the intellectual structure, thematic evolution, and research frontiers of mathematical reasoning in cognitive processes.
Significance – The findings offer an evidence-based foundation for researchers, curriculum developers, and mathematics educators to develop more comprehensive theoretical models and interdisciplinary research agendas that integrate cognitive, affective, and instructional dimensions of mathematical reasoning.
Miratus Sholikha, Arif Abdul Haqq, Nasir Umar· Indonesian Journal of Teachi...· 0 citations
As an integrated educational model that combines inquiry-based learning with travel experiences, study travel plays a significant role in fostering students’ social responsibility, innovative spirit, and practical abilities, and has attracted growing attention worldwide. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, this study conducts a systematic review of the literature published between 1950 and 2025. It identifies six major themes corresponding to the three stages of study travel. Through bibliometric analysis, the research delineates publication trends, core journal distributions, and keyword co-occurrence networks in the field. The findings indicate that experiential learning, constructivism, and transformative learning theory constitute the dominant theoretical foundations in current scholarship. Moreover, a notable “learning–travel imbalance” is observed, whereby educational processes and learning outcomes receive substantially more scholarly attention than travel attributes, industry logic, and managerial dimensions. This paper offers a systematic mapping of the knowledge terrain and theoretical architecture in international study travel research, clarifies existing gaps, and suggests directions for future interdisciplinary integration and for deeper synthesis of “learning” and “travel” in both research and practice.
Purpose This study aims to map global research trends, intellectual structures, and thematic developments in learning media development within geography education and closely related geospatial, geoscience, and environmental education contexts from 2015 to 2025.
Design/methods/approach – A bibliometric approach was employed using data retrieved from the Scopus database. Following a PRISMA-based screening process, 705 eligible articles were selected from 2,752 initial records. Data were analyzed using VOSviewer 1.6.20 and Microsoft Excel through publication trend analysis, bibliographic coupling, and keyword co-occurrence mapping.
Findings – The results indicate a substantial increase in publications after 2020, reflecting the accelerated digital transformation of education. Indonesia emerged as the leading contributor under the full-counting approach. Bibliographic coupling analysis revealed a transition from digital and contextual learning media toward AR/VR-based environments and AI-supported educational innovations. Keyword co-occurrence analysis identified dominant themes such as mobile learning, augmented reality, virtual reality, and sustainability, while artificial intelligence, digital literacy, and critical thinking emerged as weak-signal research themes identified through complementary descriptive keyword analysis.
Research implications/limitations – The study is limited to English-language open-access journal articles indexed in the Scopus database and therefore may not fully represent the broader literature.
Originality/value – This study provides a comprehensive bibliometric mapping of learning media development across geography education and related geospatial, geoscience, and environmental education domains, revealing its intellectual evolution, thematic structure, and emerging research frontiers.
N. Fitriani, Sugiyanto, S. B. Ajar· Information Technology Educa...· 0 citations
The rapid emergence of Generative Artificial Intelligence (GenAI) has transformed higher education by reshaping teaching, learning, assessment, and institutional practices. Despite the rapid growth of scholarly publications, existing bibliometric studies have largely focused on descriptive indicators, providing a limited understanding of the field's intellectual foundations, conceptual evolution, and theoretical development. This study addresses this gap by conducting a comprehensive bibliometric and science mapping analysis of 3,214 Scopus-indexed publications on Generative AI in higher education published between 2020 and 2026. Following the PRISMA 2020 framework, bibliographic data were analyzed using VOSviewer version 1.6.20 to examine publication trends, co-citation networks, and keyword co-occurrence patterns. The findings reveal exponential growth in research following the widespread adoption of large language models, with publication output expanding rapidly since 2023. Co-citation analysis identified five major intellectual domains encompassing AI-assisted learning applications, student engagement, methodological and theoretical foundations, AI-supported language learning, and technology acceptance. Co-word analysis further revealed four dominant conceptual themes: pedagogical integration, learner-centered research, computational technologies, and ethical governance. Collectively, these findings demonstrate that Generative AI research has evolved from technologyoriented investigations to a multidisciplinary educational ecosystem that emphasizes pedagogical innovation, institutional transformation, and responsible AI implementation. Building upon these empirical findings, the study proposes the AI Pedagogical Knowledge Ecosystem Framework, which integrates technological innovation, pedagogical transformation, learner engagement, institutional governance, and educational outcomes into a unified conceptual model. By combining co-citation and co-word analyses within a single science mapping framework, this study extends previous bibliometric research beyond descriptive mapping toward theory-informed conceptual development and knowledge synthesis. The findings provide valuable guidance for educators, higher education institutions, policymakers, instructional designers, and researchers seeking to support the responsible and sustainable integration of Generative AI in higher education.
Unknown authors· International Journal of Edu...· 0 citations
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
Research on Contextual Teaching and Learning (CTL) in elementary mathematics education has expanded substantially over the past decade, yet no bibliometric study has systematically mapped its intellectual structure, growth pattern, or geographic distribution. This study addresses that gap through a bibliometric performance analysis of 55 Scopus-indexed documents published between 2009 and 2026, guided by three research questions on publication trends, geographic contributions, and source characteristics. Data were retrieved from the Scopus database on May 2, 2026, and analyzed using the Scopus Analyze Search Results feature and Microsoft Excel. Results reveal that annual output grew from one document in 2009 to a peak of 11 in 2020 (20.0% of total), declined to two in 2022 amid COVID-19 disruptions, and resurged to 10 in 2025, the second highest on record. Geographically, Indonesia accounts for 85.5% of publications (n = 47), followed by Malaysia (5.5%; n = 3), while contributions from Western countries and other regions remain negligible. Publication sources are dominated by conference proceedings: the Journal of Physics: Conference Series (36.4%) and AIP Conference Proceedings (20.0%) together account for 56.4% of all documents. These findings highlight the need for broader international collaboration, stronger journal-based dissemination, and expanded use of advanced bibliometric tools.
