Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis

Huan Chın; Cheng Meng Chew; Menaga Suseelan

doi:10.17275/per.22.99.9.4

EN

Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis

Abstract

Mathematics learning is illustrated as a developmental progression in the direction of concrete-to-abstract by educational theorists. Various studies rooted in this notion were conducted in the past. This study aimed to profile the landscape of research rooted in this notion which was published from 1968 to 2021. The bibliographic data of 425 related publications were retrieved from the Scopus database for bibliometric analysis. Descriptive analysis and regression analysis were performed to profile the publication trend. Then, author bibliographic coupling analysis was carried out to identify the domains of research related to mathematics learning from concrete to abstract. The findings show an increasing trend of publication following the exponential model. The research was clustered into five research domains: (i) ‘manipulatives and arithmetic learning’; (ii) ‘mathematics learning of students with learning disabilities’; (iii) ‘Concrete-Representational-Abstract sequence in elementary mathematics teaching’; (iv) ‘Ideal mathematics teaching’; and (v) ‘mathematics problem-solving and mathematics learning of students with autism spectrum disorder’. The two emergent research domains in this research area are (i) ‘mathematics learning of students with learning disabilities’; and (ii) ‘mathematics problem-solving and mathematics learning of students with autism spectrum disorder’, which have the highest proportion of publications since 2015. The findings of this study can help researchers to understand the current landscape of research with the notion of mathematics learning from concrete to abstract, and hence propose pathways for future research.

Keywords

abstract, bibliometric analysis, concrete, mathematics learning, manipulative

Supporting Institution

Ministry of Higher Education Malaysia

Project Number

Fundamental Research Grant Scheme with Project Code: FRGS/1/2019/SS109/USM/02/13

Thanks

Acknowledgement to “Ministry of Higher Education for Fundamental Research Grant Scheme with Project Code: FRGS/1/2019/SS109/USM/02/13”.

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Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Systematic Reviews and Meta Analysis

Authors

Huan Chın
0000-0003-0991-7299
Malaysia

Cheng Meng Chew ^*
0000-0001-6533-8406
Malaysia

Menaga Suseelan This is me
0000-0002-9319-8284
Malaysia

Publication Date

July 1, 2022

Submission Date

January 29, 2022

Acceptance Date

April 1, 2022

Published in Issue

Year 2022 Volume: 9 Number: 4

DOI

https://doi.org/10.17275/per.22.99.9.4

IZ

https://izlik.org/JA35CE74KL

APA

Chın, H., Chew, C. M., & Suseelan, M. (2022). Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis. Participatory Educational Research, 9(4), 445-468. https://doi.org/10.17275/per.22.99.9.4

AMA

1.Chın H, Chew CM, Suseelan M. Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis. PER. 2022;9(4):445-468. doi:10.17275/per.22.99.9.4

Chicago

Chın, Huan, Cheng Meng Chew, and Menaga Suseelan. 2022. “Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis”. Participatory Educational Research 9 (4): 445-68. https://doi.org/10.17275/per.22.99.9.4.

EndNote

Chın H, Chew CM, Suseelan M (July 1, 2022) Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis. Participatory Educational Research 9 4 445–468.

IEEE

[1]H. Chın, C. M. Chew, and M. Suseelan, “Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis”, PER, vol. 9, no. 4, pp. 445–468, July 2022, doi: 10.17275/per.22.99.9.4.

ISNAD

Chın, Huan - Chew, Cheng Meng - Suseelan, Menaga. “Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis”. Participatory Educational Research 9/4 (July 1, 2022): 445-468. https://doi.org/10.17275/per.22.99.9.4.

JAMA

1.Chın H, Chew CM, Suseelan M. Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis. PER. 2022;9:445–468.

MLA

Chın, Huan, et al. “Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis”. Participatory Educational Research, vol. 9, no. 4, July 2022, pp. 445-68, doi:10.17275/per.22.99.9.4.

Vancouver

1.Huan Chın, Cheng Meng Chew, Menaga Suseelan. Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis. PER. 2022 Jul. 1;9(4):445-68. doi:10.17275/per.22.99.9.4