International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Suripah; Heri Retnawati; Zetriuslita; Zafrullah; Riyan Hidayat

doi:10.23947/2334-8496-2025-13-1-97-116

Authors

Suripah Department of Mathematics Education, Universitas Islam Riau, Pekanbaru, Indonesia https://orcid.org/0000-0002-2974-5669
Heri Retnawati Department of Mathematics Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia https://orcid.org/0000-0002-1792-5873
Zetriuslita Department of Mathematics Education, Universitas Islam Riau, Pekanbaru, Indonesia https://orcid.org/0000-0002-4037-0896
Zafrullah Educational Research and Evaluation, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia https://orcid.org/0009-0008-3752-8841
Riyan Hidayat Department of Mathematics Education, Universiti Putra Malaysia, Malaysia https://orcid.org/0000-0002-7962-0194

DOI:

https://doi.org/10.23947/2334-8496-2025-13-1-97-116

Keywords:

Technology, Mathematics Learning, Bibliometric

Abstract

The purpose of this analysis is to look at publication trends in research on technological innovation in the process of mathematics learning analyzed by bibliometric analysis. Using predetermined keywords, the authors analyzed 262 documents that had been selected by the PRISMA method, with the next step being bibliometric analysis with the R Program and VOSviewer. From the analysis, research on technological innovation in mathematics learning started in 1987 and showed significant growth until 2024, with a clear surge in publications since 2010 and a peak in 2023. The United States and Australia lead the way in the number of publications and citations, demonstrating their great influence in this field. Universiti Putra Malaysia, along with leading universities in Australia and South Africa, show dominance in publications related to this topic. Journals in the Q1 category play a major role in advancing knowledge about technology in mathematics education, In the keyword grouping, new trends are emerging such as the use of technologies like “Artificial Intelligence” and “Blended Learning” which are becoming new directions in technological innovation in the process of mathematics learning.

Downloads

Download data is not yet available.

References

Akour, M., & Alenezi, M. (2022). Higher education future in the era of digital transformation. Education Sciences, 12(11), 784. https://doi.org/10.3390/educsci12110784 DOI: https://doi.org/10.3390/educsci12110784

Akugizibwe, E., & Ahn, J. Y. (2020). Perspectives for effective integration of e-learning tools in university mathematics instruction for developing countries. Education and Information Technologies, 25(2), 889–903. https://doi.org/10.1007/s10639-019-09995-z DOI: https://doi.org/10.1007/s10639-019-09995-z

Alam, A. (2023). Harnessing the Power of AI to Create Intelligent Tutoring Systems for Enhanced Classroom Experience and Improved Learning Outcomes. In Intelligent Communication Technologies and Virtual Mobile Networks, 571–591. Springer. https://doi.org/10.1007/978-981-99-1767-9_42 DOI: https://doi.org/10.1007/978-981-99-1767-9_42

Alam, A., & Mohanty, A. (2023a). Cultural beliefs and equity in educational institutions: exploring the social and philosophical notions of ability groupings in teaching and learning of mathematics. International Journal of Adolescence and Youth, 28(1), 2270662. https://doi.org/10.1080/02673843.2023.2270662 DOI: https://doi.org/10.1080/02673843.2023.2270662

Alam, A., & Mohanty, A. (2023b). Does Musically Responsive School Curriculum enhance Reasoning Abilities and Helps in Cognitive Development of School Students? In Interdisciplinary Perspectives on Sustainable Development. CRC Press. DOI: https://doi.org/10.1201/9781003457619-66

Alemayehu, L., & Chen, H.-L. (2023). The influence of motivation on learning engagement: The mediating role of learning self-efficacy and self-monitoring in online learning environments. Interactive Learning Environments, 31(7), 4605–4618. https://doi.org/10.1080/10494820.2021.1977962 DOI: https://doi.org/10.1080/10494820.2021.1977962

Arroyo, I., Burleson, W., Tai, M., Muldner, K., & Woolf, B. P. (2013). Gender differences in the use and benefit of advanced learning technologies for mathematics. Journal of Educational Psychology, 105(4), 957. https://doi.org/10.1037/a0032748 DOI: https://doi.org/10.1037/a0032748

Arulanand, N., Babu, A. R., & Rajesh, P. K. (2020). Enriched learning experience using augmented reality framework in engineering education. Procedia Computer Science, 172, 937–942. https://doi.org/10.1016/j.procs.2020.05.135 DOI: https://doi.org/10.1016/j.procs.2020.05.135

Bakar, N. S. A., Maat, S. M., & Rosli, R. (2020). Mathematics Teacher’s Self-Efficacy of Technology Integration and Technological Pedagogical Content Knowledge. Journal on Mathematics Education, 11(2), 259–276. https://eric.ed.gov/?id=EJ1252007 DOI: https://doi.org/10.22342/jme.11.2.10818.259-276

Barkatsas, A. T., Kasimatis, K., & Gialamas, V. (2009). Learning secondary mathematics with technology: Exploring the complex interrelationship between students’ attitudes, engagement, gender and achievement. Computers & Education, 52(3), 562–570. https://doi.org/10.1016/j.compedu.2008.11.001 DOI: https://doi.org/10.1016/j.compedu.2008.11.001

Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review, 116, 105227. https://doi.org/10.1016/j.childyouth.2020.105227 DOI: https://doi.org/10.1016/j.childyouth.2020.105227

Bennison, A., & Goos, M. (2010). Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts. Mathematics Education Research Journal, 22(1), 31–56. https://doi.org/10.1007/BF03217558 DOI: https://doi.org/10.1007/BF03217558

Bray, A., & Tangney, B. (2016). Enhancing student engagement through the affordances of mobile technology: a 21st century learning perspective on Realistic Mathematics Education. Mathematics Education Research Journal, 28, 173–197. https://doi.org/10.1007/s13394-015-0158-7 DOI: https://doi.org/10.1007/s13394-015-0158-7

Cabual, R. A. (2021). Learning styles and preferred learning modalities in the new normal. Open Access Library Journal, 8(4), 1–14. https://doi.org/10.4236/oalib.1107305 DOI: https://doi.org/10.4236/oalib.1107305

Cai, S., Liu, E., Yang, Y., & Liang, J. (2019). Tablet-based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self-efficacy. British Journal of Educational Technology, 50(1), 248–263. https://doi.org/10.1111/bjet.12718 DOI: https://doi.org/10.1111/bjet.12718

Chew, S. L., & Cerbin, W. J. (2021). The cognitive challenges of effective teaching. The Journal of Economic Education, 52(1), 17–40. https://doi.org/10.1080/00220485.2020.1845266 DOI: https://doi.org/10.1080/00220485.2020.1845266

Dai, D. D. (2021). Artificial intelligence technology assisted music teaching design. Scientific Programming, 2021(1), 9141339. https://doi.org/10.1155/2021/9141339 DOI: https://doi.org/10.1155/2021/9141339

Dunne, J. (2021). What’s the Good of Education? In The RoutledgeFalmer Reader in the Philosophy of Education, 145–160. Routledge. DOI: https://doi.org/10.4324/9781003209317-16

Feng, Z., Hou, H. C., & Lan, H. (2024). Understanding university students’ perceptions of classroom environment: A synergistic approach integrating grounded theory (GT) and analytic hierarchy process (AHP). Journal of Building Engineering, 83, 108446. https://doi.org/10.1016/j.jobe.2024.108446 DOI: https://doi.org/10.1016/j.jobe.2024.108446

Flood, V. J., Shvarts, A., & Abrahamson, D. (2020). Teaching with embodied learning technologies for mathematics: Responsive teaching for embodied learning. ZDM, 52(7), 1307–1331. https://doi.org/10.1007/s11858-020-01165-7 DOI: https://doi.org/10.1007/s11858-020-01165-7

González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: systematic review. Sustainability, 14(3), 1493. https://doi.org/https://doi.org/10.3390/su14031493 DOI: https://doi.org/10.3390/su14031493

Goos, M., Galbraith, P., Renshaw, P., & Geiger, V. (2003). Perspectives on technology mediated learning in secondary school mathematics classrooms. The Journal of Mathematical Behavior, 22(1), 73–89. https://doi.org/10.1016/S0732-3123(03)00005-1 DOI: https://doi.org/10.1016/S0732-3123(03)00005-1

Gueldner, B. A., Feuerborn, L. L., & Merrell, K. W. (2020). Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Publications.

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004 DOI: https://doi.org/10.1016/j.susoc.2022.05.004

Henriksen, D., Creely, E., Henderson, M., & Mishra, P. (2021). Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation. Educational Technology Research and Development, 1–18. https://doi.org/10.1007/s11423-020-09912-z DOI: https://doi.org/10.1007/s11423-020-09912-z

Hsieh, Y.-Z., Lin, S.-S., Luo, Y.-C., Jeng, Y.-L., Tan, S.-W., Chen, C.-R., & Chiang, P.-Y. (2020). ARCS-assisted teaching robots based on anticipatory computing and emotional big data for improving sustainable learning efficiency and motivation. Sustainability, 12(14), 5605. https://doi.org/10.3390/su12145605 DOI: https://doi.org/10.3390/su12145605

Imran, M., Sultana, Z., & Ahmed, S. (2023). The Influence of Student-Teacher Interactions on Secondary School Students’academic Performance. Benazir Research Journal of Humanities and Social Sciences, 2(1). https://brjhss.com/index.php/brjhss/article/view/39

Izzulhaq, B. D., Gunawan, R. N., Zafrullah, Z., Ayuni, R. T., Ramadhani, A. M., & Fitria, R. L. (2024). Research Trends on Leadership in Indonesian Schools: Bibliometric Analysis (2008-2024). Elementaria: Journal of Educational Research, 2(1), 19–38. https://doi.org/10.61166/elm.v2i1.51 DOI: https://doi.org/10.61166/elm.v2i1.51

Julianis, J. (2023). Analisis Bibliometrik Terhadap Penggunaan Information and Communication Technology (ICT) Pada Pembelajaran Matematika. Jurnal Pengabdian Masyarakat Dan Riset Pendidikan, 2(1), 42–47. https://doi.org/10.31004/jerkin.v2i1.84 DOI: https://doi.org/10.31004/jerkin.v2i1.84

Kim, J., Lee, H., & Cho, Y. H. (2022). Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education. Education and Information Technologies, 27(5), 6069–6104. https://doi.org/10.1007/s10639-021-10831-6 DOI: https://doi.org/10.1007/s10639-021-10831-6

López, O. S. (2010). The digital learning classroom: Improving English language learners’ academic success in mathematics and reading using interactive whiteboard technology. Computers & Education, 54(4), 901–915. https://doi.org/10.1016/j.compedu.2009.09.019 DOI: https://doi.org/10.1016/j.compedu.2009.09.019

Ma, X., Gryshova, I., Koshkalda, I., Suska, A., Gryshova, R., Riasnianska, A., & Tupchii, O. (2022). Necessity of post-war renewal of university teachers’ potential in terms of sustainable development in Ukraine. Sustainability, 14(19), 12598. https://doi.org/10.3390/su141912598 DOI: https://doi.org/10.3390/su141912598

Miller-Cotto, D., Smith, L. V, Wang, A. H., & Ribner, A. D. (2022). Changing the conversation: A culturally responsive perspective on executive functions, minoritized children and their families. Infant and Child Development, 31(1), e2286. https://doi.org/10.1002/icd.2286 DOI: https://doi.org/10.1002/icd.2286

Moral-muñoz, J. A., Herrera-viedma, E., Santisteban-espejo, A., Cobo, M. J., Herrera-viedma, E., Santisteban-espejo, A., & Cobo, M. J. (2020). Software tools for conducting bibliometric analysis in science: An up- to-date review. El Profesional de La Informa- Ción, 1–20. https://doi.org/10.3145/epi.2020.ene.03 DOI: https://doi.org/10.3145/epi.2020.ene.03

Morze, N., Varchenko-Trotsenko, L., Terletska, T., & Smyrnova-Trybulska, E. (2021). Implementation of adaptive learning at higher education institutions by means of Moodle LMS. Journal of Physics: Conference Series, 1840(1), 12062. https://doi.org/10.1088/1742-6596/1840/1/012062 DOI: https://doi.org/10.1088/1742-6596/1840/1/012062

Munoz-Najar, A., Gilberto, A., Hasan, A., Cobo, C., Azevedo, J. P., & Akmal, M. (2021). Remote Learning during COVID-19: Lessons from Today, Principles for Tomorrow. World Bank. DOI: https://doi.org/10.1596/36665

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., & Moher, D. (2021). Updating guidance for reporting systematic reviews: development of the PRISMA 2020 statement. Journal of Clinical Epidemiology, 134, 103–112. https://doi.org/10.1016/j.jclinepi.2021.02.003 DOI: https://doi.org/10.1016/j.jclinepi.2021.02.003

Pierce, R., Stacey, K., & Barkatsas, A. (2007). A scale for monitoring students’ attitudes to learning mathematics with technology. Computers & Education, 48(2), 285–300. https://doi.org/10.1016/j.compedu.2005.01.006 DOI: https://doi.org/10.1016/j.compedu.2005.01.006

Piipponen, O., Karlsson, L., & Kantelinen, R. (2024). From ambivalent spaces to spaces of reciprocal encountering: developing classroom culture in an intercultural story exchange. Journal of Multilingual and Multicultural Development, 45(2), 613–630. https://doi.org/10.1080/01434632.2021.1920027 DOI: https://doi.org/10.1080/01434632.2021.1920027

Raza, H., Ali, A., Rafiq, N., Xing, L., Asif, T., & Jing, C. (2023). Comparison of higher education in Pakistan and China: A sustainable development in student’s perspective. Sustainability, 15(5), 4327. https://doi.org/10.3390/su15054327 DOI: https://doi.org/10.3390/su15054327

Rethlefsen, M. L., Kirtley, S., Waffenschmidt, S., Ayala, A. P., Moher, D., Page, M. J., & Koffel, J. B. (2021). PRISMA-S: an extension to the PRISMA statement for reporting literature searches in systematic reviews. Systematic Reviews, 10, 1–19. https://doi.org/10.1186/s13643-020-01542-z DOI: https://doi.org/10.1186/s13643-020-01542-z

Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B., Nussbaum, M., & Claro, S. (2010). Scaffolding group explanation and feedback with handheld technology: Impact on students’ mathematics learning. Educational Technology Research and Development, 58, 399–419. https://doi.org/10.1007/s11423-009-9142-9 DOI: https://doi.org/10.1007/s11423-009-9142-9

Ruiz-Rojas, L. I., Acosta-Vargas, P., De-Moreta-Llovet, J., & Gonzalez-Rodriguez, M. (2023). Empowering education with generative artificial intelligence tools: Approach with an instructional design matrix. Sustainability, 15(15), 11524. https://doi.org/10.3390/su151511524 DOI: https://doi.org/10.3390/su151511524

Rusticus, S. A., Pashootan, T., & Mah, A. (2023). What are the key elements of a positive learning environment? Perspectives from students and faculty. Learning Environments Research, 26(1), 161–175. https://doi.org/10.1007/s10984-022-09410-4 DOI: https://doi.org/10.1007/s10984-022-09410-4

Saleem, S., Burns, S., & Perlman, M. (2024). Cultivating young minds: Exploring the relationship between child socio-emotional competence, early childhood education and care quality, creativity and self-directed learning. Learning and Individual Differences, 111, 102440. https://doi.org/10.1016/j.lindif.2024.102440 DOI: https://doi.org/10.1016/j.lindif.2024.102440

Sofi-Karim, M., Bali, A. O., & Rached, K. (2023). Online education via media platforms and applications as an innovative teaching method. Education and Information Technologies, 28(1), 507–523. https://doi.org/10.1007/s10639-022-11188-0 DOI: https://doi.org/10.1007/s10639-022-11188-0

Sökmen, Y. (2021). The role of self-efficacy in the relationship between the learning environment and student engagement. Educational Studies, 47(1), 19–37. https://doi.org/10.1080/03055698.2019.1665986 DOI: https://doi.org/10.1080/03055698.2019.1665986

Su, Y.-S., Cheng, H.-W., & Lai, C.-F. (2022). Study of virtual reality immersive technology enhanced mathematics geometry learning. Frontiers in Psychology, 13, 760418. https://doi.org/10.3389/fpsyg.2022.760418 DOI: https://doi.org/10.3389/fpsyg.2022.760418

Suripah, S., & Susanti, W. D. (2022). Alternative learning during a pandemic: Use of the website as a mathematics learning media for student motivation. Infinity Journal, 11(1), 17–32. https://doi.org/10.22460/infinity.v11i1.p17-32 DOI: https://doi.org/10.22460/infinity.v11i1.p17-32

Tapalova, O., & Zhiyenbayeva, N. (2022). Artificial intelligence in education: AIEd for personalised learning pathways. Electronic Journal of E-Learning, 20(5), 639–653. http://dx.doi.org/10.34190/ejel.20.5.2597 DOI: https://doi.org/10.34190/ejel.20.5.2597

Tomaszewski, R. (2023). Visibility, impact, and applications of bibliometric software tools through citation analysis. Scientometrics, 128(7), 4007–4028. https://doi.org/10.1007/s11192-023-04725-2 DOI: https://doi.org/10.1007/s11192-023-04725-2

Trinh Thi Phuong, T., Nguyen Danh, N., Tuyet Thi Le, T., Nguyen Phuong, T., Nguyen Thi Thanh, T., & Le Minh, C. (2022). Research on the application of ICT in Mathematics education: Bibliometric analysis of scientific bibliography from the Scopus database. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2084956 DOI: https://doi.org/10.1080/2331186X.2022.2084956

Trouche, L., & Drijvers, P. (2010). Handheld technology for mathematics education: Flashback into the future. ZDM, 42, 667–681. https://doi.org/10.1007/s11858-010-0269-2 DOI: https://doi.org/10.1007/s11858-010-0269-2

Tsekhmister, Y. (2022). Education of the future: from post-war reconstruction to EU membership (Ukrainian case study). Futurity Education, 2(2), 46–57. https://doi.org/10.57125/FED/2022.10.11.28 DOI: https://doi.org/10.57125/FED/2022.10.11.28

Tseng, J.-J., Chai, C. S., Tan, L., & Park, M. (2022). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4), 948–971. DOI: https://doi.org/10.1080/09588221.2020.1868531

Yıldırım, B., Topalcengiz, E. S., Arıkan, G., & Timur, S. (2020). Using virtual reality in the classroom: Reflections of STEM teachers on the use of teaching and learning tools. Journal of Education in Science Environment and Health, 6(3), 231–245. https://doi.org/10.21891/jeseh.711779 DOI: https://doi.org/10.21891/jeseh.711779