Inquiry Based Learning in Mathematics Education: A Bibliometric Study
DOI:
https://doi.org/10.46328/ijemst.5352Keywords:
Bibliometric, Inquiry based learning, Mathematics education, ScopusAbstract
Inquiry Based Learning (IBL) has emerged as a transformative pedagogical approach in mathematics education, emphasizing student-centered exploration and critical thinking. This study conducts a bibliometric analysis to explore trends, influential contributors, and research themes in IBL within mathematics education. A total of 82 publications were retrieved from the Scopus database, covering the period from 2008 to 2024. Analytical tools such as biblioMagika® were employed for metric calculations, OpenRefine for data cleaning, and VOSviewer for network visualization. The analysis reveals a notable increase in IBL research after 2016, with a peak in 2024, driven by the integration of digital tools and the growing emphasis on problem-solving skills in mathematics education. The leading contributors include countries such as the United States, Australia, and the Netherlands, with institutions like the University of California and Utrecht University playing pivotal roles. Highly cited publications from authors such as Katja Maass and Sandra L. Laursen underscore the field’s academic impact. Core research themes identified include constructivism, technology-enhanced learning, and mathematical modeling, with frequent keywords being "inquiry based learning," "mathematics education," and "problem-solving." Citation metrics indicate an h-index of 17 and an average citation rate of 11.38 per publication, reflecting the scholarly influence of IBL research. This comprehensive analysis offers valuable insights for educators, researchers, and policymakers, advocating for continued exploration of IBL's potential to enhance mathematical understanding and inquiry-driven learning outcomes.
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