Mapping the Landscape of Digital Pedagogies in Mathematics Education: A Bibliometric Study
DOI:
https://doi.org/10.46328/ijemst.5417Keywords:
Bibliometric, Digital pedagogies, Mathematics education, ScopusAbstract
Digital pedagogies have emerged as a transformative force in mathematics education, offering dynamic, technology-driven approaches to teaching and learning. These pedagogical innovations support flexible, interactive, and student-centered learning environments, prompting a surge in scholarly interest. This study presents a bibliometric analysis aimed at identifying trends, prolific contributors, and core themes in the field of digital pedagogies in mathematics education from 2009 to 2025. A total of 119 publications were retrieved from the Scopus database, and tools such as biblioMagika® were employed for metric computation, OpenRefine for data harmonization, and VOSviewer for network visualization. The findings reveal a significant increase in research output post-2020, largely driven by the rapid digital transition caused by the COVID-19 pandemic. Countries such as Germany, Indonesia, and the United States were key contributors, while institutions like Johannes Kepler University, Universitas Syiah Kuala, and the University of Johannesburg demonstrated strong scholarly presence. The thematic analysis uncovered several major clusters, including technology-enhanced learning, blended and flipped classrooms, gamification, and emergency remote teaching. Frequently used keywords such as “digital pedagogy,” “mathematics education,” and “flipped classroom” reflect the field’s evolving focus. The analysis recorded an h-index of 24 and a citation-per-publication rate of 20.08, underscoring robust academic engagement. This bibliometric overview offers meaningful insights for researchers, educators, and policymakers, and highlights the growing relevance of digital pedagogical strategies in reshaping mathematics education globally.
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