Assessment and Evaluation in Maths Education: The Current Scientific Productivity, Conceptual and Thematic Networks, and Trends through a Bibliometric Analysis Perspective

Abstract

The study aims to reveal the current scientific productivity, conceptual and thematic networks, and trends in educational research on Assessment and Evaluation of Maths Education (AEoME) through a bibliometric analysis of 1663 articles from the Web of Science and Scopus databases. The findings reveal that the AEoME field showed consistent growth in publications from the 2000s onwards. However, an international standard for the AEoME has yet to be established, as ongoing discussions reflect a shift from purely summative to more formative approaches based on conceptual understanding, reasoning, and problem-solving. The conceptual networks on teacher competencies remain crucial, and the field focuses on integrating technology into innovative approaches, such as flipped classrooms and new digital methods. While exams like PISA and TIMSS on mathematical literacy introduce a global perspective, the AEoME are also seeking a new process, shifting from a traditional assessment to a modern digital perspective. However, such a transformation should also be restructured towards artificial intelligence (AI) and further digital technologies. Addressing the geographical gap in AEoME publications requires broader cooperation between developed and underrepresented countries in Africa and Central Asia.

Keywords

• Maths Education
• Assessment and Evaluation
• Bibliometrics
• Conceptual Networks and Trends
• Scientific Trends

Ethical Statement

As this study is based on a systematic review of data obtained from articles available in open-access sources, it does not require ethics committee approval. Nevertheless, the information and findings presented in the article have been documented in accordance with the principles of honesty and transparency, and scientific integrity and ethical standards have been upheld at every stage of the research.

Matematik Eğitiminde Ölçme ve Değerlendirme: Bibliyometrik Bir Bakış Açısıyla Alandaki Mevcut Bilimsel Verimlilik, Kavramsal ve Tematik Ağlar ile Eğilimler

Abstract

Bu çalışma, Web of Science (WoS) ve Scopus veritabanlarından elde edilen 1663 makalenin bibliyometrik analizi yoluyla Matematik Eğitimi'nde Ölçme ve Değerlendirme (MEÖD) alanındaki güncel bilimsel üretkenliği, kavramsal ve tematik ağları ve eğitim araştırmalarındaki eğilimleri ortaya koymayı amaçlamaktadır. Bulgular, MEÖD alanının 2000'lerden itibaren yayınlarda sürekli bir büyüme gösterdiğini ortaya koymaktadır. Bununla birlikte, MEÖD için uluslararası bir standart henüz oluşturulmamıştır; zira devam eden tartışmalar, tamamen özetleyici yaklaşımlardan kavramsal anlayış, akıl yürütme ve problem çözmeye dayalı daha biçimlendirici yaklaşımlara doğru bir kaymayı yansıtmaktadır. Öğretmen yeterliliklerine ilişkin kavramsal ağlar kritik önem taşımaktadır ve alan, tersine çevrilmiş sınıflar ve yeni dijital yöntemler gibi yenilikçi yaklaşımlara teknolojiyi entegre etmeye odaklanmaktadır. PISA, TIMSS gibi matematiksel okuryazarlık sınavları küresel bir bakış açısı sunarken, MEÖD'de geleneksel değerlendirmeden modern dijital bir bakış açısına geçmeye odaklı yeni bir süreç arayışındadır. Ancak bu tür bir dönüşümün yapay zekâ (YZ) ve diğer dijital teknolojilere yönelik olarak da yeniden yapılandırılması gerekmektedir. MEÖD yayınlarındaki coğrafi dengesizliği gidermek için, gelişmiş ülkeler ile Afrika ve Orta Asya’daki az temsil edilen ülkeler arasında daha yaygın bir iş birliğine ihtiyaç duyulmaktadır.

Keywords

• Matematik Eğitimi
• Ölçme ve Değerlendirme
• Bibliyometrik
• Kavramsal Eğilimler ve Ağlar
• Bilimsel Eğilimler

Ethical Statement

Bu çalışma, açık erişim kaynaklarında yer alan makale çalışmalarından elde edilen verilerin sistematik incelenmesine dayalı bir çalışma olduğu için etik kurul izni gerektirmemektedir. Bununla birlikte, makalede sunulan bilgi ve bulgular, dürüstlük ve şeffaflık ilkelerine uygun olarak yazıya geçirilmiş olup, araştırmanın her aşamasında bilimsel bütünlüğe ve etik kurallara riayet edilmiştir.

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