Trends and Patterns in Project-Based Learning for Mathematics Education: A Global Bibliometric Analysis
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| Title: | Trends and Patterns in Project-Based Learning for Mathematics Education: A Global Bibliometric Analysis |
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| Language: | English |
| Authors: | Nurul Hazreen Hanafi (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2025 13(4):972-991. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Student Projects, Active Learning, Mathematics Education, Bibliometrics, STEM Education, Teacher Education, Technology Uses in Education, Creativity, Computation, Thinking Skills, Foreign Countries, Educational Research |
| Geographic Terms: | Indonesia, United States, Asia, Europe, Australia |
| ISSN: | 2147-611X |
| Abstract: | Project-Based Learning (PjBL) has become an essential pedagogical approach in mathematics education, fostering critical thinking, problem-solving and student engagement. As its implementation continues to expand, a bibliometric analysis is necessary to examine the prevailing landscape, emerging trends, leading contributors and core research themes in PjBL mathematics education research. This study analyzes 246 Scopus-indexed publications (2006-2025) using OpenRefine, biblioMagika® and VOSviewer for data processing and visualization. The findings indicate a steady increase in PjBL research, with Indonesia and the United States leading contributions, reflecting strong policy support for STEM integration and student-centered learning. Thematic analysis identifies STEM education, teacher preparation and technology-enhanced learning as dominant research clusters, while creativity and computational thinking emerge as supporting themes. These insights highlight the evolving role of PjBL in mathematics education. Future research should explore long-term outcomes, digital learning advancements and interdisciplinary applications to further enhance PjBL's effectiveness in developing mathematical reasoning and real-world problem-solving abilities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475453 |
| Database: | ERIC |
| Abstract: | Project-Based Learning (PjBL) has become an essential pedagogical approach in mathematics education, fostering critical thinking, problem-solving and student engagement. As its implementation continues to expand, a bibliometric analysis is necessary to examine the prevailing landscape, emerging trends, leading contributors and core research themes in PjBL mathematics education research. This study analyzes 246 Scopus-indexed publications (2006-2025) using OpenRefine, biblioMagika® and VOSviewer for data processing and visualization. The findings indicate a steady increase in PjBL research, with Indonesia and the United States leading contributions, reflecting strong policy support for STEM integration and student-centered learning. Thematic analysis identifies STEM education, teacher preparation and technology-enhanced learning as dominant research clusters, while creativity and computational thinking emerge as supporting themes. These insights highlight the evolving role of PjBL in mathematics education. Future research should explore long-term outcomes, digital learning advancements and interdisciplinary applications to further enhance PjBL's effectiveness in developing mathematical reasoning and real-world problem-solving abilities. |
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| ISSN: | 2147-611X |
