A Bibliometric Review on Realistic Mathematics Education in Scopus Database between 1972-2019
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| Title: | A Bibliometric Review on Realistic Mathematics Education in Scopus Database between 1972-2019 |
|---|---|
| Language: | English |
| Authors: | Phan, Tinh Thi (ORCID |
| Source: | European Journal of Educational Research. 2022 11(2):1133-1149. |
| Availability: | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Bibliometrics, Relevance (Education), Mathematics Education, Geographic Distribution, Authors, Periodicals, Books, Conferences (Gatherings), Educational Research, Research Design, Information Technology, Blended Learning, Fractions, Algebra, Electronic Learning, Foreign Countries |
| Geographic Terms: | Indonesia, United States, Netherlands, Greece, United Kingdom, Turkey, Canada, Malaysia, South Africa, Australia, Israel, United Arab Emirates, Thailand, Argentina, India, Brunei, Taiwan, Italy, Puerto Rico |
| ISSN: | 2165-8714 |
| Abstract: | Despite receiving increasing attention from mathematics education scholars, there has not yet been any overall understanding of the current state of realistic mathematics education (RME). To address this gap, this study aims to provide a review of 288 studies on realistic mathematics education from the Scopus database between 1972 and 2019. Using descriptive and bibliometric analyses, this study addresses four research issues as follows: (i) the total volume, growth trajectory, and geographic distribution; (ii) the most influencing authors and research groups; (iii) the most influencing sources (i.e., journals, books, conferences); and (iv) the most important topics. Several implications for not only mathematics education scholars but also other stakeholders, including policymakers, school managers, mathematics teachers, may not be considered in this study. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1341741 |
| Database: | ERIC |
| Abstract: | Despite receiving increasing attention from mathematics education scholars, there has not yet been any overall understanding of the current state of realistic mathematics education (RME). To address this gap, this study aims to provide a review of 288 studies on realistic mathematics education from the Scopus database between 1972 and 2019. Using descriptive and bibliometric analyses, this study addresses four research issues as follows: (i) the total volume, growth trajectory, and geographic distribution; (ii) the most influencing authors and research groups; (iii) the most influencing sources (i.e., journals, books, conferences); and (iv) the most important topics. Several implications for not only mathematics education scholars but also other stakeholders, including policymakers, school managers, mathematics teachers, may not be considered in this study. |
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| ISSN: | 2165-8714 |
