Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=oaed20 ISSN: Print Online Journal homepage: https://www.tandfo
Trang 1Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=oaed20
ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/oaed20
Research on the application of ICT in Mathematics education: Bibliometric analysis of scientific
bibliography from the Scopus database
Thao Trinh Thi Phuong, Nam Nguyen Danh, Trinh Tuyet Thi Le, Thao Nguyen Phuong, Tuyen Nguyen Thi Thanh & Cuong Le Minh |
To cite this article: Thao Trinh Thi Phuong, Nam Nguyen Danh, Trinh Tuyet Thi Le, Thao Nguyen Phuong, Tuyen Nguyen Thi Thanh & Cuong Le Minh | (2022) Research on the application of ICT in Mathematics education: Bibliometric analysis of scientific bibliography from the Scopus database, Cogent Education, 9:1, 2084956, DOI: 10.1080/2331186X.2022.2084956
To link to this article: https://doi.org/10.1080/2331186X.2022.2084956
© 2022 The Author(s) This open access
article is distributed under a Creative
Commons Attribution (CC-BY) 4.0 license
Published online: 12 Jul 2022
Submit your article to this journal
Article views: 263
View related articles
View Crossmark data
Trang 2INFORMATION & COMMUNICATIONS TECHNOLOGY IN EDUCATION | RESEARCH ARTICLE
Research on the application of ICT in Mathematics education: Bibliometric analysis of scientific bibliography from the Scopus database Thao Trinh Thi Phuong1, Nam Nguyen Danh2, Trinh Tuyet Thi Le3, Thao Nguyen Phuong4,5, Tuyen Nguyen Thi Thanh6 and Cuong Le Minh7*
Abstract: Attention to technology integration in teaching and learning has created
a big change in the education landscape There is no limit to the application of information technology in education in general and in mathematics education in particular Although there have been many studies on the opportunities and appli-cations of ICT in Mathematics education in the world, many aspects remain unex-plored In this study, the authors apply bibliometric analysis for the purpose of evaluating the scientific results of publications involving in the use of ICT in Mathematics education, which were indexed in the Scopus database 205 publica-tions were cited to analyze growth trends, contribupublica-tions of authors, research insti-tutions, co-authors in the research field and the development of research direction The analysis results show that publications that mainly appear in recent years are published on sources with low citation index; Indonesia, Malaysia and Australia are the most influential countries in studies on this topic; Research cooperation in this field is not strong; The main research topics and trends are online teaching, realistic mathematics education, and computer-aided teaching From the research results obtained, the authors also furnish some recommendations in the article for future research in this field.
Subjects: Education Studies; Teaching & Learning; Research Methods in Education Keywords: ICT; mathematics education; bibliometric analysis; Scopus
1 Introduction
Information and Communications Technology (ICT) is considered a powerful tool for educational change and reform (Fu, 2013; Goktas et al., 2009) Several previous studies have shown that the appropriate use of ICT can raise educational quality and connect learning to real-life situations (Lowther et al., 2008; Van Weert & Tatnall, 2005) ICT assists in transforming a teaching environ-ment into a learner-centered one (Sanchez & Education, 2011), learners are actively involved in the learning processes in ICT classrooms, and they are authorized by the teacher to make decisions, plans, and so forth (Lu et al., 2010)
In mathematics education, ICT also provides teachers with foundational tools and means to help teachers change teaching methods, support students in independent learning, and actively participate in the discovery of concepts and mathematics topics As a result, students gain
a deeper understanding of mathematical ideas Therefore, it can be understood that the
Trinh Thi Phuong et al., Cogent Education (2022), 9: 2084956
https://doi.org/10.1080/2331186X.2022.2084956
Page 1 of 14
Received: 08 March 2022
Accepted: 29 May 2022
*Corresponding author: Cuong Le
Minh, Dong Thap University, Dong
Thap, Vietnam
E-mail: lmcuong@dthu.edu.vn
Reviewing editor:
Ah Choo Koo, Faculty of Creative
Multimedia, Multimedia University,
Malacca, MALAYSIA
Additional information is available at
the end of the article
© 2022 The Author(s) This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
Trang 3integration of ICT in mathematics education is the result of the ability to apply ICT to help students achieve better in mathematics These potentials of ICT make classroom integration a promising practice, but its success depends on various factors Research on the use of ICT in mathematics education is also one of the ways to increase the effectiveness and feasibility of the applications of ICT in mathematics education
Scientometrics or bibliometrics is a relatively new branch of science concerned with the quanti-tative evaluation of science in publications Scientific quantification is considered an objective method for measuring the quality and influence of scientific publications
Quantitative analysis and evaluation of scientific publications or scientometrics provides quanti-tative information about scientific publications and citations This information can help scientists have their research orientation or units, organizations and governments have a basis for allocating research funding (Waltnam & Noyons, 2018) Furthermore, university ranking organizations eval-uate universities using simple scientometric research-output metrics (Charlton & Andras, 2007) It can also be used to evaluate the development of scientific research in a country and understand its current position (Ha et al., 2020; Pham-Duc et al., 2020)
In this article, the authors’ objective is to use bibliometrics of scientific publications on the application of ICT in Mathematics education indexed in the Scopus database in the past time The three main objectives include (a) a summary of the general characteristics and trends of scientific publications, the most important source journals, and the most effective scholars; (b) an analysis
of international cooperation among countries in this field; and (c) citation of the most popular research topics and trends based on word analysis of titles, abstracts, and keywords
2 Research methods
This study used a general science mapping workflow method that comprised the following five rigorous steps: 1) Study design; 2) Data collection; 3) Data analysis; 4) Data visualization; and 5) Interpretation (Börner et al., 2005; Zupic & Čater, 2015)
During the research design step, the main research question identified was: What is bibliometric information of scientific publications on the application of ICT in Mathematics education indexed in the Scopus database in the past time?
The data collection step is divided into three sub-steps: data collection, data filtering, and data cleaning
Step 1: Data collection There are five main bibliographic databases that can be used to conduct
a bibliometrics analysis, including: Web of Science (WoS), Scopus, Google Scholar, Microsoft Academic và Dimentions (Moral-Muñoz et al., 2020) Among them, WoS and Scopus are most used for biometric analytics In this study, we decided to use the Scopus database as a search engine because it has a larger number of indexed documents than other databases (Ha et al., 2020; Mongeon & Paul-Hus, 2016; Pham-Duc et al., 2020)
The authors perform the search from the Scopus database (http://www.scopus.com), with advanced search options for entering search terms and syntactically matched operators of this search engine
The search keywords identified include: Keywords related to mathematics education: “mathe-matics education”, “Teaching mathe“mathe-matics”, or “Learning mathe“mathe-matics”; combined with informa-tion and communicainforma-tions technology elements: ICT or “Informainforma-tion & Communicainforma-tions Technologies” These keywords are searched for in the document’s abstract, keyword, or title Data is limited to the type of document: Article, Conference Paper, Book or Book Chapter, and Review We also limit our search to English documents We also limit our search to documents
Trang 4published before 2021 because the fact that the publications indexed in the Scopus database have
a certain lag compared to the time such publications are published, resulting in the publications published in 2021 may not have been fully and timely updated Query data was made from the Scopus database on 15 August 2021 As a result, 243 documents were obtained
Step 2: Data filtering The authors conduct data filtering by censoring titles, abstracts and keywords to remove documents that are not directly related to the research problem The number
of documents remaining is 205
Step 3: Data cleaning The downloaded data needs to be cleaned because the quality of the analysis is highly dependent on the quality of the input data (Ha et al., 2020) We have corrected some inconsistent information in the data collected such as: Author’s name, author’s work-place, etc
Data analysis and data visualization: Various analytic techniques have been applied to extract the information of the set of publications The general information of the publication collection has been summarized, and the annual number of publications is analyzed to derive the development trends of research field Each country’s contribution based on the number of articles and citations was analyzed to determine what worked best The authors used Scopus’s available tools, VOSViewer and Biblioshiny softwares to conduct the data analysis
3 Research results and discussion
3.1 General information and research trends
The main information about the dataset of the article is shown in Tables 1 and 2 The total number
of publications in the collection is 205, published in 139 different sources (scientific journals, books, book chapters, etc.) during the period from 1999 to 2020 Most of them are scientific articles (89 articles) and proceedings of scientific conferences (80 articles) The total number of citations recorded at the time of the study was 800, or 3.9 citations per document This is a small number, compared to other fields of research
The h-index of this collection is 14, which means that out of the 205 publications under study, 14 are cited at least 14 times A total of 458 authors have participated in research and publication in this field (an average of 2.23 authors/publication) In which, the total number of authors publishing their research is 36, these authors have published 43 scientific publications with a single author, accounting for 21.0% of the total publications This is quite a high rate when compared to other studies in the field of educational sciences
Research authors in this field tend to publish a lot in scientific conferences (accounting for 39.02% of the total publications) In social science, the percentage of conference posts accounts for only about 6% of the publications indexed in the Scopus database (according to data from https://www.scopus.com) When comparing the quality of various types of docu-ments through the number of citations, it can be seen that scientific articles have the highest quality with an average number of citations of 5.83 citations/document, followed by reviews with 4.75 citations/document Meanwhile, the numbers for conference posts and book chapters are 2.59 and 2.36, respectively
The total publications published annually and the cumulative total citations of the studies on the application of ICT in Mathematics education are shown in Figure 1 The annual growth rate
of the publications in this field is 19.1%, however, the growth rate is uneven between the years Scientists have been interested in research on this topic mainly in the past 10 years, but the number of publications is still small The number of citations by publications has increased, but not by much
Trinh Thi Phuong et al., Cogent Education (2022), 9: 2084956
https://doi.org/10.1080/2331186X.2022.2084956
Page 3 of 14
Trang 5Table 1 General information about data
General information about data
Document content
Author
Author’s collaboration
Source: Author’s analysis on Biblioshiny
0 100 200 300 400 500 600 700 800 900
0 5 10 15 20 25 30 35
Annual number of publications
Cumulative total citations
Figure 1 Annual number of
publications and cumulative
total citations.
Table 2 Citation information of various kinds of scientific products
Total citations/Total documents
Trang 63.2 Distribution by country/territory
According to Scopus’s data, the authors from 62 countries/regions participated in research on this topic Information on countries with total publications of five or more publications is shown in Table 3 The number of publications per country is recorded when at least one author in the publication adds the name of the agency with its address in that country The country that contributes the most publications in this field is Indonesia with 27 published studies (accounting for 13.2% of the total publications) with 85 citations (accounting for 10.6% of the total citations) Second on this list is also a country from Southeast Asia, Malaysia with 16 publications published, followed by Australia with 15 publications Other countries in this list with published publications are Greece (13), the UK (12), the Czech Republic (11), South Africa (10), Italy (9), Slovakia (9), Spain (7), Israel (7), Germany (6), Mexico (5), Russian Federation (5), USA (5)
Regarding assessment on the overall quality of publications from the countries by the average number of citations, the publications by the authors from Mexico have the highest average number
of citations with 6.2 citations/publication, followed by Italy (6.0 citations/publication), Australia (5.5 citations/publication), UK (4.7 citations/publication) Thus, it can be seen that the strong countries
in educational science research such as the US, Canada, and China are not the authors with the most publications in this field
The network of international cooperation between countries in the application of ICT in Mathematics education is shown in Figure 2 The network is built with countries that have coop-erated with other countries for at least 1 published publication The size of each node represents the total publications published, and the thickness of the link between the nodes represents the degree of cooperation between the two countries Countries that often cooperate with each other are classified into clusters of similar colors
The authors from 33 countries have collaborated with other countries The most significant cooperation is among countries such as Indonesia and China, UK and Canada, South Africa and Germany, Ireland and Greece In general, although international cooperation between countries
Table 3 List of countries with the most publications on the application of ICT in Mathematics education
No.
Country/
Territory Total documents Total citations
Total citations/ Total documents
Trinh Thi Phuong et al., Cogent Education (2022), 9: 2084956
https://doi.org/10.1080/2331186X.2022.2084956
Page 5 of 14
Trang 7has been recognized, research cooperation in this field is not strong The author from Malaysia has
16 published publications, but only 1 has recognized international cooperation The two countries with the most publications on this topic are in Southeast Asia, but there is no research collaboration
3.3 The most published sources
The authors’ research on this topic has been published in 139 other sources, including 91 scientific journals, 72 conference proceedings, 23 books and 19 volumes A list of the most published sources (with at least 3 publications) is shown in Table 4
The most published Sources are from the Journal of Physics Conference Series with 16 publications, followed by Education and Information Technologies and Proceedings of The European Conference
on E-Learning ECEL with 6 publications The next 5 positions have announced 5 publications; The last
3 positions published 3 publications in this field In general, the published sources in this list have low CiteScore, except for the New ICMI Study Series (1.50) and ACM International Conference Proceeding Series (1.20), the rest of the sources have CiteScore less than 1.0 Among the 6 scientific journals in Table 4, only 1 journal is ranked Q1 (Education and Information Technologies), 1 journal is ranked Q2 (Eurasia Journal of Mathematics Science and Technology Education), the remaining 4 journals are ranked Q4 in the Scopus database
3.4 The most contributing author
There have been 458 authors participating in research and publication on the field of ICT applica-tion in Mathematics educaapplica-tion, the list of 8 authors with 3 published publicaapplica-tions and more are shown in Table 5 The authors with the most publications include Zaranis, N (University of Crete/ Greece) with 6 published studies, Novotná, J from Charles University—Czech Republic, and Purwanto, S.E from Universitas Muhammadiyah Prof Dr HAMKA- Indonesia all have 5 publications
on this topic The remaining authors on the list all have 3 publications
The network of research collaborations between authors on at least 2 published publications is shown in Figure 3 In this network, most of the authors can be seen in Table 5 Overall, Similar to the cooperation between countries, the network of cooperation between authors in this research
Figure 2 Network of
interna-tional cooperation between
countries in research on the
application of ICT in
mathe-matics education (The Figure by
Biblioshiny).
Trang 8Table 4 List of the most published sources of research on the application of ICT in Mathematics education
Conference Series
Information Technologies
European Conference on
E Learning Ecel
Conference Proceeding Series
Letters
Computer and Information Science
Mathematics Science and Technology Education
Applied Mathematics Aplimat 2017 Proceedings
Proceedings
Educational Research
TP: Total publications TC: Total citations
* Reference information from https://www.scimagojr.com/ on August 25, 2021
Trang 9field is not strong, mainly cooperation between small groups Author Zaranis, N although there are 6 publications on this topic, half of these publications that are published are the results of this author’s research (Zaranis, 2016, 2018, 2014), the remaining 3 publications are the results of this author’s research with three different authors Novotná, J mainly collaborated with the other two authors, Jančařík, A and Moraová, H (eg (Moraová & Novotná, 2018; Novotná & Jančařík, 2018)) Two authors Daher, W., and Baya’a, N collaborated and published all 3 studies on this topic (Baya’a & Daher, 2013, 2012; Daher & Baya’a, 2010), the same goes for Doukakis and Chionidou-
Figure 3 Collaboration network
between authors in research on
the application of ICT in
Mathematics education.
Table 5 Authors with the most published publications
Institution/
Greece
Czech Republic
Muhammadiyah Prof Dr HAMKA/
Indonesia
Academic College
of Education/ Israel
Academic College
of Education/ Israel
Czech Republic
Aegean/Greece
Moskofoglou, M
University of the Aegean/ Greece
TP: Total publications TC: Total citations
Trang 10Table 6 Overview of the most cited publications in research related to the application of ICT
in Mathematics education
Publication source Total citations
effectiveness and efficiency in mathematics education?
(De Witte & Rogge,
2014)
Computers and Education
48
technology for mathematics education:
Flashback into the future
(Trouche & Drijvers,
2010)
ZDM-International Journal on Mathematics Education
47
teaching of mathematics:
Implications for professional development of pre-service teachers
in Ghana
(Agyei & Voogt,
2011)
Education and Information Technologies
37
ICT: A framework for conceptualising secondary school mathematics teachers’ classroom practices (Crisan
et al., 2007)
(Crisan et al., 2007) Technology,
Pedagogy and Education
25
technology in teaching mathematics
(Muhtadi et al.,
2018)
Journal of Physics:
Conference Series
23
intelligent tutoring systems
(González et al.,
2014)
ACM International Conference Proceeding Series
19
Supported by ICTs
to Reduce the School Failure in the Project “Scuola Dei Compiti”
(Barana et al.,
2017)
Proceedings—
International Computer Software and Applications Conference
18
learning using mathematics software “the new challenge”
(Kilicman et al.,
2010)
Procedia—Social and Behavioral Sciences
17
teachers’
knowledge of ICT and the use of ICT
in secondary mathematics teaching
(Mailizar & Fan,
2020)
Eurasia Journal of Mathematics, Science and Technology Education
15
(Continued)
Trinh Thi Phuong et al., Cogent Education (2022), 9: 2084956
https://doi.org/10.1080/2331186X.2022.2084956
Page 9 of 14