Bibliometrics Analysis of Research on Argumentation in Mathematics Education

Hendra Kartika, Mega Teguh Budiarto, Yusuf Fuad, Ebenezer Bonyah
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This study is based on the bibliometrics analysis of research publications that focus on highlighting the argumentation on mathematics education. The main objective of this study is to analyze the distribution of research results, the main journals for publication, and the most productive authors, the pattern of authorship and the pattern of citation. Data was collected from Scopus database and was analyzed using VOSviewer software. A total of 173 articles published from 1995 to December 2021 were retrieved and perused. Graphs, tables, charts, and maps have been used to analyze and present collected data. The analysis results show that argumentation in mathematics education has been studied frequently with the concepts of proof, reasoning, teacher education, and geometry. Journal of Mathematical Behavior and Educational Studies in Mathematics have been the top journals, and the University of Rutgers has been the most influential institution, and the United States has had a significant prevalence in this field. The results of this study provide insights for researchers interested in mathematics education in this field, suggesting that they can explore various alternatives to the major research trends and the influential articles mentioned. Based on the results, recommendations for future studies are provided.


Argumentation, Bibiliometrics, Mathematics education, Scopus

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Kartika, H., Budiarto, M.T., Fuad, Y., & Bonyah, E. (2023). Bibliometrics analysis of research on argumentation in mathematics education. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 11(5), 1346-1365.



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International Journal of Education in Mathematics, Science and Technology (IJEMST) 
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Editors: Ismail Sahin & Mack Shelley

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2147-611X (Online)

International Society for Technology, Education and Science (ISTES)