A Bibliometric Review of Mathematics Textbooks Research

Ongoing advancements are being made in mathematics education to meet the demands of modern pedagogy and student learning. Therefore, it is imperative to understand contemporary research trends in mathematics textbooks to align with contemporary pedagogical standards and accommodate diverse student learning needs. The current bibliometric review aims to analyse the publication trends of studies about mathematics textbooks. This review employed datasets from the Scopus and Web of Science (WoS) databases and analysed them using ScientoPy and VOSviewer. The examination of publication trends revealed a substantial surge in academic engagement in mathematics textbooks, particularly in recent times in both databases. The surge in publications signifies an expanding scholarly focus and commitment to advancing knowledge in mathematics education, with a particular emphasis on mathematics textbooks. An examination of source titles unveiled that Journal of Physics: Conference Series articles impact the discourse within the field. Some prevalent keywords, including “mathematics textbooks”, “problem-posing”, and “statistics education”, have surfaced in contemporary research, attesting to the field’s evolving trends. The growing emphasis on “design” and “cognitive demand” indicates an expanding aspiration to foster enhanced conceptual comprehension and cognitive involvement among students. Further investigation into the impact of instructional design and cognitive demand on fostering more profound understanding and active participation in mathematics is warranted, particularly emphasising the practical ramifications for curriculum designers and educators.