Bibliometric Analysis of Scientific Production in Secondary Mathematics Education: Trends and Challenges
DOI:
https://doi.org/10.4151/07189729-Vol.64-Iss.2-Art.1544Keywords:
Mathematics Secondary education Educational technology Bibliometrics Problem SolvingAbstract
Mathematics education is essential for developing critical thinking and problem-solving skills in students, preparing them for an increasingly technological world. Over the past decade, research in this field has gained prominence, driven not only by the need for effective educational policies but also by the imperative for pedagogical innovation. This study conducts a bibliometric analysis of scientific production in secondary mathematics education, aiming to identify trends, influential authors, and emerging topics in global research. The primary objective is to analyze the evolution of scientific output in secondary mathematics education between 2013 and 2023, focusing on identifying research trends, prolific authors and countries, and emerging topics and challenges in the field.
The study employs a bibliometric design with a descriptive and retrospective approach. The Scopus database, recognized for its broad coverage of peer-reviewed scientific publications and citations, was utilized as the main data source. The bibliographic search took place in June 2024, encompassing publications from 2013 to 2023. Advanced techniques, including co-authorship network analysis and keyword co-occurrence analysis, were applied using tools such as R Studio, VOSviewer, and CiteSpace. These tools facilitated the statistical analysis and visualization of research trends. A total of 1,831 records were selected after applying specific inclusion and exclusion criteria, prioritizing scientific articles, book chapters, reviews, and complete books. The methodology also involved manual reviews to ensure data accuracy and consistency.
The analysis revealed a substantial increase in the production of scientific articles on secondary mathematics education, growing from 114 articles in 2013 to 257 in 2023, reflecting a 125.44% increase. The United States led in production with 365 articles and an h-index of 33, followed by Spain and Australia, demonstrating a relevant impact on research. Additionally, 529 authors were identified, organized into seven main research clusters, focusing on areas such as mathematics pedagogy, digital technology integration, and STEM education.
Moreover, the keyword analysis showed a trend toward pedagogical innovation, emphasizing advanced educational technologies and curriculum adaptation to 21st-century demands. The most frequent keywords included "Mathematics Education," "Mathematics," and "Secondary Education," indicating a sustained interest in improving mathematics teaching. International collaborations also played a significant role, facilitating knowledge exchange and supporting the implementation of innovative educational practices across different regions.
In conclusion, the study demonstrates that secondary mathematics education is a growing field with a positive trend in scientific production and robust international collaboration. The findings highlight the need to align educational practices with evolving technological and methodological demands, offering a solid foundation for future research and educational policy development. The study recommends promoting international collaboration to share best practices, integrate emerging educational technologies, and ensure equitable access to educational opportunities, particularly in under-resourced regions. This research provides valuable insights into current and emerging trends in mathematics education, supporting continuous innovation and improvement in teaching practices at a global level.
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Copyright (c) 1969 Cinthia Julissa Quiroz-Varon, Nolberto Arnildo Leyva-Aguilar
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