A Bibliometric Analysis of Published Articles on Out-of-School Learning in the Field of Mathematics Education

Abstract

This study aims to identify trends in out-of-school learning in mathematics education and provide guiding insights for future research. A bibliometric analysis was conducted on 406 academic studies published in the Web of Science (WoS) database over the last decade. The analysis examined relationships among countries, authors, keywords, and academic collaborations. Findings indicate that the United Kingdom, Australia, Spain, Germany, the United States, Turkey, and China have made significant contributions to this field. Among the most productive authors, Parchmann I, Jablonski S, and Ren L stand out, while Education Sciences, Frontiers in Psychology, and Frontiers in Education are the most frequently publishing journals. Citation analyses highlight the Journal of Research in Science Teaching and the International Journal of Science Education as key publication outlets. Keyword analyses show that the most commonly used terms related to out-of-school learning in mathematics education are students, science, education, mathematics, and achievement. Co-occurrence network analyses suggest that these concepts are academically interconnected, forming a significant research area in the context of student achievement and science-mathematics education. Thematic analyses based on centrality and development levels reveal that STEM education, informal learning, and motivation are high-centrality core themes. The bibliometric findings highlight potential research directions and emphasize the need for increased interdisciplinary collaborations. A detailed examination of out-of-school learning environments that support student achievement and academic development will provide a valuable contribution to the literature.

Keywords

• Bibliometric analysis
• mathematics education
• out-of-school learning
• biblioshiny

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