A bibliometric review on mathematics in science, technology, engineering and mathematics education research: 2010–2024
Abstract
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.