Jul 2026· ISEJ : Indonesian Science Education Journal· Vol 7, pp. 84-104· 0 citations· 46 references
Abstract
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.
Research on mathematics learning interest in primary education has grown rapidly over the past two decades, yet no bibliometric study has systematically mapped its intellectual structure and thematic evolution. This study aimed to map the research landscape of mathematics learning interest in primary education by identifying publication trends, research productivity, and dominant research themes. A bibliometric analysis was conducted on 92 articles indexed in Scopus from 1982 to 2025 using Bibliometrix and VOSviewer. Findings reveal an annual growth rate of 6.66% with a significant surge after 2018, with China, the United States, and Turkey dominating research output. Nine thematic clusters were identified, with dominant themes including mathematics achievement and anxiety, motivation and learning interest, and self-concept and self-efficacy. The fragmented co-authorship network indicates limited international collaboration in this field. These findings provide a comprehensive intellectual map for researchers and education practitioners to identify research gaps and build a more structured collaborative agenda for future inquiry.
Research on mathematics learning interest in primary education has grown rapidly over the past two decades, yet no bibliometric study has systematically mapped its intellectual structure and thematic evolution. This study aimed to map the research landscape of mathematics learning interest in primary education by identifying publication trends, research productivity, and dominant research themes. A bibliometric analysis was conducted on 92 articles indexed in Scopus from 1982 to 2025 using Bibliometrix and VOSviewer. Findings reveal an annual growth rate of 6.66% with a significant surge after 2018, with China, the United States, and Turkey dominating research output. Nine thematic clusters were identified, with dominant themes including mathematics achievement and anxiety, motivation and learning interest, and self-concept and self-efficacy. The fragmented co-authorship network indicates limited international collaboration in this field. These findings provide a comprehensive intellectual map for researchers and education practitioners to identify research gaps and build a more structured collaborative agenda for future inquiry.
Aprina S. P. Hutagalung, Lutfi Nur, G. Hamdu· Jurnal Pembelajaran Bimbinga...· 0 citations
Given the diversity of theoretical approaches to mathematics learning, this study aims to characterize the predominant theoretical perspectives on the understanding of mathematical concepts within the scientific literature, as well as to identify the collaboration networks and intellectual structure of research in this field. A bibliometric and social network analysis was conducted on 4,266 records from the Scopus database (1980–2024). The findings reveal a dual structure: while the discipline’s intellectual base remains anchored in educational psychology theories (Pekrun, Eccles), the current research front has evolved toward specialized didactic frameworks such as the Onto-Semiotic Approach and Embodied Cognition. The results indicate that the discipline is undergoing a phase of professionalization and theoretical specialization, although high fragmentation and a critical geographic gap persist, excluding emerging regions like Latin America from central collaboration nodes. It is concluded that an epistemological transition is occurring, moving from classical socio-constructivism toward neuro-cognitive and multimodal approaches. These findings underscore the need to integrate fragmented theoretical frameworks and promote transregional collaboration policies to diversify global theoretical production.
L. Navarro-Ibarra, Omar Cuevas-Salazar, Jeanneth Milagros Valenzuela-Ochoa et al.· International Electronic Jou...· 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.
Scientific literacy has become a key competency in contemporary science education, particularly amid the post-pandemic landscape marked by accelerating digitalization, expanding access to information, and growing demand for evidence-based decision-making. Although literature on scientific literacy continues to expand, understanding of recent research developments remains limited. This study aims to examine research trends, intellectual structures, and emerging themes in scientific literacy research within educational contexts from 2022-2025. A bibliometric approach was adopted using data retrieved from the Scopus database through a systematic search and screening process guided by the PRISMA framework, with publications analyzed via Microsoft Excel and VOSviewer to assess publication growth, geographical and institutional contributions, citation performance, and keyword co-occurrence networks. The results indicate a substantial increase in publication output after 2023, with the United States, Indonesia, and China as leading contributors, reflecting the global scope of the field and disparities in national research capacities. Institutional analysis reveals broad participation across universities and research organizations, while citation and keyword analyses point to inquiry-based learning, scientific reasoning, critical thinking, and emerging themes including socioscientific issues and technology-enhanced education. These findings signal a shift toward competency-based frameworks emphasizing reasoning and evidence evaluation, informing curriculum development and future research.
Background: Mathematics is a core discipline of Science, Technology, Engineering, and Mathematics (STEM) education. It is imperative to review the role of mathematics in that progress.
Aim: Using a bibliometric review, the study examined global research trends in mathematics of STEM education from 2010 to 2024.
Setting: Science, technology, engineering, and mathematics (STEM) education is key to national development. Understanding its nature is important. The study draws on international academic publications indexed primarily in the Scopus database, encompassing journal articles, books, book chapters, and conference proceedings.
Methods: A bibliometric review approach was employed, using targeted keywords – STEM, research, teaching or learning, students or learners, and mathematics – to identify relevant literature. The Scopus database, retrieved on 21 January 2025, was utilised to identify 669 documents. VOSviewer software was used to generate visual maps of research trends and international collaboration networks.
Results: The analysis reveals that the United States and Indonesia dominate research on mathematics-focused STEM education. The United Kingdom serves as a central node for collaboration, while major economies such as China, India, and Japan are present, their participation is small.
Conclusion: The study shows Africa’s absence as a singularly visible contributor, which corresponds to Mode 1 knowledge production. By contrast, countries such as the United States and Indonesia demonstrate Mode 2 characteristics: large volumes of research, extensive networks of joint authorship, and participation in cross-border collaborations.
Contribution: This study highlights the need for greater African engagement in STEM education research, particularly in mathematics, to ensure equitable development relative to other countries and greater representation in global educational innovation.
J. Makonye· African Journal of Teacher E...· 0 citations
This study presents one of the first scientometric reviews of technological pedagogical content knowledge (TPACK) in science education. The review highlights how teachers’ digital pedagogical knowledge has been conceptualised and evolved to support learner-content, learner-teacher, and learner-technology interaction in science education. The analysis drew on 564 bibliographic records from the Web of Science from 2014 to 2024. Quantitative methods were applied to capture publication growth, citation impact, contributions from countries, institutions, journals and authors, and thematic development. Data analysis included network analysis, polynomial regression, least squares trend analysis, and Chi-square tests. Bradford’s and Lotka’s laws were applied to assess journal and author productivity. Science mapping tools supported visualization, including VOSviewer, Biblioshiny, and the Bibliometrix R package. Advanced statistical analyses were performed using the statistical package for the social sciences. The results show accelerated growth in TPACK publications after 2018, with output peaking between 2020 and 2022 as pandemic-driven demands increased the use of educational technologies. China, the United States, and Turkey emerged as the leading contributors, while Nanyang Technological University and the Chinese University of Hong Kong dominated institutional output. Chai Ching Sing was found to be the most prolific author. Author productivity revealed that TPACK scholarship in science education is dominated by one-time contributors supported by a small core of active scholars. Thematic evolution reveals a shift from knowledge integration toward teacher education and professional development, with recent expansion into mathematics and science education.
Brian Shambare· Contemporary Educational Tec...· 0 citations
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