Mapping the terrain: A comprehensive review and bibliometric analysis of data literacy in mathematics education (2009-2024)
DOI:
https://doi.org/10.38140/ijer-2024.vol6.23Keywords:
Data literacy, bibliometric analysis, mathematics education, data literacy, comprehensive reviewAbstract
Despite receiving increased attention from researchers in mathematics education, there is still no comprehensive understanding of the current level of data literacy in the teaching and learning of mathematics. To address this gap, this study presents a review of 247 papers selected from the Scopus database between 2009 and 2024. The research aims to explore the following: (i) The overall volume, geographic distribution, and development trajectory in the literature on data literacy in mathematics. (ii) The researchers and research collaborations that have had the greatest influence on the literature on data literacy in mathematics. (iii) The sources that have had the greatest influence on the literature on data literacy in mathematics. (iv) The most important topics in the literature on data literacy in mathematics. It was discovered that the number of publications involving data literacy in mathematics increased from 2016 to 2023. Authors from the Netherlands are the most active in the literature on data literacy in mathematics. The Teacher College Record had the highest number of citations. Lastly, the most important topics addressed in the literature on data literacy in mathematics were data use, data literacy, and data-based decision-making. This study has implications not only for mathematics education researchers but also for other stakeholders in the education sector, including school principals, policymakers, and mathematics teachers.
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