Mathematical literacy is one of the most relevant research areas in the field of modern mathematical education. The aim of the article is to conduct a bibliometric analysis of the development trends, structure and thematic features of scientific publications on mathematical literacy indexed in the Scopus database for the period 2005-2025. The research data were selected using the keywords “mathematical” and “literacy”, and a total of 2276 scientific works were analyzed. The data were exported in BibTeX format and processed in RStudio using Bibliometrix and Biblioshiny tools. The analysis revealed the dynamics of publications over time, leading authors and sources, patterns of scientific collaboration between countries, citation structure, as well as the main thematic areas in the field of mathematical literacy and their evolution. The results show a significant increase in the number of studies on mathematical literacy after 2015.Thematic analyses reveal that while the research initially focused on cognitive and methodological issues, in later years it has increasingly focused on educational practice, assessment and modeling, and applied contexts. Overall, this study provides a comprehensive overview of the long-term development trends in the field of mathematical literacy research and identifies relevant areas for future research.
Introduction: Social studies education for students with special needs has become an increasingly important field of research as inclusive education advances. However, the temporal development of scientific production, prominent actors, and collaboration structures in this field have not been investigated comprehensively. This study aims to reveal the structural and trend-related characteristics of the field by analyzing the bibliometric properties of research published in this domain.Method: This study was a review based on bibliometric analysis. Publications indexed in the Web of Science (WoS) Core Collection and published between 2000 and 2024 were included in the analysis. The literature search was conducted on March 19, 2025. Bibliometric analyses were carried out using the Bibliometrix package and VOSviewer software. Publication and citation trends, as well as country, institution, and author productivity and collaboration networks, were examined.Findings: The findings indicate a significant increase in publications over the past decade and reveal that scientific output is concentrated within a relatively small set of countries, institutions, and authors. Collaboration networks among authors and countries display a structure organized around central cores.Discussion: The results suggest that knowledge production in the field has not yet reached a fully integrated structure. Increasing international and interdisciplinary collaboration, encouraging research conducted across diverse educational contexts, and diversifying studies focused on inclusive social studies education are identified as key strategies to enhance the field’s scientific visibility and impact.
Hasan Bozkaya· Ankara Universitesi Egitim B...· 0 citations
Examination of publishing patterns, top journals, authors, and institutions, records of international collaboration, and the thematic structure of the field using bibliometric performance indicators and scientific mapping approaches indicates a consistent and incredibly rapid rise in publications during the past ten years.
Hui Jiang, Rafizah Mohd Rawian· Digital Technologies Researc...· 0 citations
Bibliometric studies have become an important approach for understanding the development and structure of research fields; however, global investigations focusing specifically on assessment literacy in academic writing remain limited. This study aims to map publication trends, collaboration patterns, influential sources, and thematic structures in research on assessment literacy related to academic writing through a bibliometric analysis. Data were retrieved from the Scopus database using the search query TITLE-ABS-KEY (“assessment literacy” AND “academic writing”), covering publications from 1997 to 2025 without restrictions on document type or discipline. A total of 176 documents were analysed using VOSviewer and Microsoft Excel to examine annual publication growth, source journals, subject areas, countries, institutions, author collaboration networks, and keyword co-occurrence patterns. The findings reveal a significant increase in publications after 2011, indicating a paradigm shift from summative assessment toward formative, reflective, and feedback-oriented approaches in academic writing. Research output is dominated by institutions and authors from the United Kingdom, the United States, and China, with Assessing Writing and Assessment & Evaluation in Higher Education emerging as key publication venues. Keyword analysis identifies four dominant thematic clusters: formative feedback and peer assessment, academic writing pedagogy and literacy development, assessment tools and rubrics, and issues of identity, equity, and institutional power. In contrast, themes related to digital literacy, automated feedback, and AI-based assessment remain weakly represented, indicating important research gaps. This study contributes to the literature by providing a comprehensive global overview of assessment literacy research in academic writing and highlighting emerging directions for future studies. The findings offer strategic insights for researchers, educators, and policymakers in developing contextualized, technology-responsive assessment models aligned with the demands of 21st-century higher education.
Dina Fitria Handayani, Atmazaki, Refnaldi· Multidisciplinary Reviews· 0 citations
There is a substantial increase in publication output between 2019 and 2025, reaching its highest level in 2025, and keyword and thematic analyses revealed the continued prominence of “Educational Technology”, “Digital Learning”, and “Higher Education”.
Rahayu Nurfadilla, Zafrullah, Muhammad Al Ikhsandi Palysa Putra et al.· Jurnal Penelitian Pendidikan...· 0 citations
The integration of digital media has become an important focus in supporting early reading skills in elementary school students and a strong relationship between the use of digital technology, the development of literacy skills, and innovations in learning methods is indicated.
Eka Kurnia, Diding Bajuri, D. Yonanda· Journal of Business, Social...· 0 citations
One of the fastest growing areas within international education research is science, technology, engineering, and mathematics (STEM) education. This review uses a bibliometric mapping approach on 7,569 indexed documents (comprising research articles, conference papers, review articles, and other document types) available in Scopus between 2006-April 2026. Keyword co-occurrence network mapping (VOSviewer) and descriptive bibliometric analysis (bibliometrix) were used to characterize the field’s intellectual structure, thematic clusters, key researchers, journals, and national contributions. Coverage was cross-validated against Web of Science. Analysis demonstrates exponential publication growth – regression-based compound annual growth rate (CAGR) (2006-2025) of approximately 11.4% and endpoint-to-endpoint CAGR (2006-2025) of approximately 17.2%, significantly higher than estimated 3-5% normal growth rate in publications – and citation impact. USA, China, and Turkey have emerged as the dominant publishers, while the International Journal of STEM Education rapidly gained central role in the field, after its launching in 2014. The six thematic clusters that emerge from keyword co-occurrence analysis include, the concept of an integrated curriculum/pedagogy, themes focused on equity and access, teacher preparation and professional development, specific disciplinary foci within STEM, focus on technology in the classroom and a core conceptual cluster. The research traces four temporal phases (2006-2009, 2010-2014, 2015-2018, and 2019-2026) of STEM education, highlighting shifts from tightly focused discipline-centered discussions to holistic approaches that focus on integrated and design-based pedagogies and equity in the classroom and a rise in topics centered on generative AI and computational thinking starting in 2023. The results inform curriculum designers, policymakers, researchers and teacher educators. Limitations of the research agenda include limited coverage from the Global South and fragmented disciplinary research synthesis which warrant a research agenda that can support a broader geographically and intellectually integrated discussion of STEM education.
Saodat J. Shinnazarova, Alima Pirniyazova, G. P. Kallibekova et al.· Eurasia Journal of Mathemati...· 0 citations
