research topics in mathematics education for undergraduate

Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

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Undergraduate Research

Where to start:.

A good starting point is the Harvard College Undergraduate Research and Fellowships page. The Office of Undergraduate Research and Fellowships administers research programs for Harvard College undergraduates. Check out the website . Another resource is OCS , the Harvard Office of Career Services. It offers help on preparing a CV or cover letters and gives advice on how to network, interview, etc. Their website is here . Other Sources that can provide additional information on Scholarships, awards, and other grants:

• Committee on General Scholarships: more …
• Office of International Programs: more …
• Student Employment Office: more …

Independent study in Mathematics

Students who would like to do some independent study or a reading class please read the pamphlet page . about Math 91r.

THE ANNUAL OCS SUMMER OPPORTUNITIES FAIR

The Office of Career Services hosts summer programs to help you begin your summer search. Programs are both Harvard affiliated and public or private sector and include internships, public service, funding, travel, and research (URAF staff will be there to answer your questions!). Check out the website.

Harvard-Amgen Scholars program in Biotechnology

Check out the Harvard-Amgen Scholars Program Learn about Harvard’s Amgen 10-week intensive summer research program, one of ten Amgen U.S. programs that support research in biotechnology. The Harvard program includes faculty projects in FAS science departments, SEAS, the Wyss Institute for Biologically-inspired Engineering, and the School of Medicine, open to rising juniors and seniors in biotechnology-related fields.

PRIMO program

The Program for research in Markets and Organizations (PRIMO) is a 10-week program for Harvard undergraduates who wish to work closely with Harvard Business School faculty on research projects.

Harvard Undergraduate Research Events

• Wednesday, October 10, 12:00-1: 20 PM – Fall Undergraduate Research Spotlight. Come and meet Harvard undergraduate peers who will showcase their research projects and share their experiences conducting research at Harvard and abroad, followed by reception and deserts. Event program and list of presentations can be found here: here (pizza and desserts while supplies last). Free for Harvard students. Cabot Library 1st floor Discovery Bar.
• Wednesday, October 17, 12:00-1: 00 PM – Undergraduate Science Research Workshop. Workshop facilitators Dr. Margaret A. Lynch, (Assoc. Director of Science #Education) and Dr. Anna Babakhanyan, (Undergraduate Research Advisor) will help Harvard students learn about science research landscape at Harvard. You will learn about what kind of research (basic science vs. clinical, various research areas) is available at Harvard, where you can conduct research, the types of undergraduate research appointments, how to find a lab that fits, interviewing and more. In addition, the workshop will provide strategies for students to prepare for the Annual HUROS Fair, see below. No registration is required for this event (pizza while supplies last). Free for all Harvard students. Cabot Library first floor Discover Bar. More.

Outside Programs

Caltech always announces two summer research opportunities available to continuing undergraduate students. Examples: WAVE Student-Faculty Programs The WAVE Fellows program provides support for talented undergraduates intent on pursuing a Ph.D. to conduct a 10-week summer research project at Caltech. And then there is the AMGEN Scholars program. See the website for more details.

Johns Hopkins Summer 2018 Opportunities

The Johns Hopkins University Center for Talented Youth (CTY) is seeking instructors and teaching assistants for our summer programs. CTY offers challenging academic programs for highly talented elementary, middle, and high school students from across the country and around the world. Positions are available at residential and day sites at colleges, universities, and schools on the East and West coasts, as well as internationally in Hong Kong. Website

Math REU list from AMS

Mellon Mays opportunities awareness

The Mellon Mays Undergraduate Fellowship Program ( MMUF ) selects ten students in their sophomore year to join a tightly-knit research community during junior and senior years to conduct independent research in close collaboration with a faculty mentor. Join us at this information session to find out more about the program. MMUF exists to counter the under-representation of minority groups on college and university faculties nationwide through activities designed to encourage the pursuit of the Ph.D. in the humanities and core sciences.

MIT Amgen and UROP

You may be familiar with the Amgen Scholars Program, a summer research program in science and biotechnology. The Massachusetts Institute of Technology is a participant in the Amgen-UROP Scholars Program for a ninth year. UROP is MIT’s Undergraduate Research Opportunities Program. The mission of the Amgen-UROP Scholars Program is to provide students with a strong science research experience that may be pivotal in their undergraduate career, cultivate a passion for science, encourage the pursuit of graduate studies in the sciences, and stimulate interest in research and scientific careers. MIT is delighted to invite undergraduate students from other colleges and universities to join our research enterprise. We value the knowledge, experience, and enthusiasm these young scholars will bring to our campus and appreciate this opportunity to build a relationship with your faculty and campus.

More REU's, not only math

The National Science Foundation Research Experiences for Undergraduates (REU) NSF funds a large number of research opportunities for undergraduate students through its REU Sites program. An REU Site consists of a group of ten or so undergraduates who work in the research programs of the host institution. Each student is associated with a specific research project, where he/she works closely with the faculty and other researchers. Students are granted stipends and, in many cases, assistance with housing and travel. Undergraduate students supported with NSF funds must be citizens or permanent residents of the United States or its possessions. An REU Site may be at either the US or foreign location. By using the web page , search for an REU Site, you may examine opportunities in the subject areas supported by various NSF units. Also, you may search by keywords to identify sites in particular research areas or with certain features, such as a particular location. Students must contact the individual sites for information and application materials. NSF does not have application materials and does not select student participants. A contact person and contact information are listed for each site.

Here is a link with more information about summer programs for undergraduates at NSA: NSA The most math-related one is DSP, but those students who are more interested in computer science could also look at, say, CES SP. They are all paid with benefits and housing is covered. Note that application deadlines are pretty early (usually mid-October). The application process will involve usually a few interviews and a trip down to DC.

NSF Graduate Research Fellowships

US citizens and permanent residents who are planning to enter graduate school in the fall of 2019 are eligible (as are those in the first two years of such a graduate program, or who are returning to graduate school after being out for two or more years). The program solicitation contains full details. Information about the NSF Graduate Research Fellowship Program (GRFP) is here . The GRFP supports outstanding graduate students in NSF-supported science, technology, engineering, and mathematics disciplines who are pursuing research-based Masters and doctoral degrees at accredited United States institutions. The program provides up to three years of graduate education support, including an annual, 000 stipend. Applications for Mathematical Sciences topics are due October 26, 2018.

Pathway to Science

summer research listings from pathways to science.

Perimeter Institute

Applications are now being accepted for Perimeter Institute’s Undergraduate Theoretical Physics Summer Program. The program consists of two parts:

• Fully-Funded Two Week Summer School (May 27 to June 7, 2019) Students are immersed in Perimeter’s dynamic research environment — attending courses on cutting-edge topics in physics, learning new techniques to solve interesting problems, working on group research projects, and potentially even publishing their work. All meals, accommodation, and transportation provided
• Paid Research Internship (May 1 to August 30, 2019, negotiable) Students will work on projects alongside Perimeter researchers. Students will have the opportunity to develop their research skills and absorb the rich variety of talks, conferences, and events at the Perimeter Institute. Applicants can apply for the two-week summer school or for both the summer school and the research internship. Summer school and internship positions will be awarded by February 28, 2019. Selected interns will be contacted with the research projects topics. All research interns must complete the two-week summer school.

Apply online at perimeterinstitute.ca/undergrad

Stanford resident counselors

Stanford Pre-Collegiate Institutes is hiring Residential Counselors for the summer to work with the following courses:

• Cryptography (grades 9-10)
• Knot Theory (grades 10-11)
• Logic and Problem Solving (grades 8-9)
• Number Theory (grades 9-11)
• Excursions in Probability (grades 8-9)
• Discrete Mathematics (grades 9-10)
• The Mathematics of Symmetry (grades 10-11)
• Mathematical Puzzles and Games (grades 8-9)

Stanford Pre-Collegiate Institutes offers three-week sessions for academically talented high school students during June and July. Interested candidates can learn more about our positions and apply by visiting our employment website .

Summer Research 2019 at Nebraska

We are now accepting applications for the University of Nebraska’s 2019 Summer Research Program, and we’d like to encourage your students to apply. Details.

• Undergraduate Research

Undergraduate Research programs are a great opportunity for undergraduates to build research experience, connect with faculty and researchers, and (sometimes) even earn some money. Undergraduate Research programs can take a variety of formats. Some are informal arrangements with a professor where you work independently on a problem but with guidance from the professor. Other programs are more formal, such as the numerous summer REU programs funded by the National Science Foundation.

These programs are typically an 8-10 week residential program with other students from various universities where you work together on a problem.

Summer REU programs typically involve paid travel expenses and a summer stipend and are very competitive to get admitted to. If you are interested in finding out more about Undergraduate Research opportunities at Purdue, or how to apply to summer REU programs, contact Jon Peterson at [email protected] .

Summer is traditionally a time to kick back and take a break from studies, but not so for several mathematics students who are in residence in the Mathematics Department during summers.

With support provided by Purdue alumni Andy Zoltners, Joel Spira, as well as the National Science Foundation and other funding, undergraduate math students engage in research projects under the guidance of mathematics faculty members.

• Purdue REU Opportunities

Summer REU Opportunities

Past Research Projects

• Faculty Research Areas
• Center for Computational & Applied Mathematics
• Funding Opportunities
• Research at Purdue

Department of Mathematics, Purdue University, 150 N. University Street, West Lafayette, IN 47907-2067

Phone: (765) 494-1901 - FAX: (765) 494-0548   Contact Us

© 2024 Purdue University | An equal access/equal opportunity university | Copyright Complaints

Trouble with this page? Disability-related accessibility issue ? Please contact the College of Science .

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Undergraduate Research and Reading Programs

Undergraduate students at MIT Mathematics Department have several opportunities to participate in mathematical research and directed reading. Four programs dedicated to cultivating research with the guidance of graduate students and faculty are:

• SPUR - Summer Program in Undergraduate Research
• DRP - Directed Reading Program during IAP in January
• UROP - Undergraduate Research Opportunities Program
• UROP+ - Supervised UROP Summer Program
• MSRP - MIT Summer Research Program

Undergraduates also have an opportunity to lead recitations, grade, and tutor in mathematics. For more information visit Math Academic Services .

To read this content please select one of the options below:

Please note you do not have access to teaching notes, research in undergraduate mathematics education.

Reference Services Review

ISSN : 0090-7324

Article publication date: 1 March 2000

Research in undergraduate mathematics education (RUME), the study of teaching and learning of college mathematics, is a new area of research in mathematics. Information to support this discipline is found in publications from all over the world, in the form of monographs, reports, research guidelines and resource manuals, as well as journal articles. Researchers in RUME require access to materials that are specific not only to their field, but also to the broader literature of mathematics, education, learning theories, instructional strategies, alternative assessment techniques, cognitive development and human behavior. This annotated bibliography is designed to be a template for a comprehensive and up‐to‐date collection of RUME resources. World Wide Web (Web) locations for many of the items are provided, as are descriptions of several Web sites that present information of interest to RUME researchers.

• Collection development
• Bibliography
• Mathematics
• Higher education

Brown, C.M. and Murphy, T.J. (2000), "Research in undergraduate mathematics education", Reference Services Review , Vol. 28 No. 1, pp. 65-81. https://doi.org/10.1108/00907320010313858

Copyright © 2000, MCB UP Limited

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Department members engage in cutting-edge research on a wide variety of topics in mathematics and its applications. Topics continually evolve to reflect emerging interests and developments, but can roughly grouped into the following areas.

Algebra, Combinatorics, and Geometry

Algebra, combinatorics, and geometry are areas of very active research at the University of Pittsburgh.

Analysis and Partial Differential Equations

The research of the analysis group covers functional analysis, harmonic analysis, several complex variables, partial differential equations, and analysis on metric and Carnot-Caratheodory spaces.

Applied Analysis

The department is a leader in the analysis of systems of nonlinear differential equations and dynamical systems  that arise in modeling a variety of physical phenomena. They include problems in biology, chemistry, phase transitions, fluid flow, flame propagation, diffusion processes, and pattern formation in nonlinear stochastic partial differential equations.

Mathematical Biology

The biological world stands as the next great frontier for mathematical modeling and analysis. This group studies complex systems and dynamics arising in various biological phenomena.

Mathematical Finance

A rapidly growing area of mathematical finance is Quantitative Behavioral Finance. The high-tech boom and bust of the late 1990s followed by the housing and financial upheavals of 2008 have made a convincing case for the necessity of adopting broader assumptions in finance.

Numerical Analysis and Scientific Computing

The diversity of this group is reflected in its research interests: numerical analysis of partial differential equations , adaptive methods for scientific computing, computational methods of fluid dynamics and turbulence, numerical solution of nonlinear problems arising from porous media flow and transport, optimal control, and simulation of stochastic reaction diffusion systems.

Topology and Differential Geometry

Research in analytic topology continues in the broad area of generalized metric spaces. This group studies relativity theory and differential geometry, with emphasis on twistor methods, as well as geometric and topological aspects of quantum field theory, string theory, and M-theory.

• MyU : For Students, Faculty, and Staff

Research Opportunities for Math Undergraduates

Undergraduate mathematics research is an excellent way to connect with faculty, researchers, and existing projects, and to be hands-on with emerging possibilities and challenges within the field. As you build skills like critical thinking and problem-solving, you'll be developing your professional identity. 

Explore research opportunities

National reu listings.

Several organizations maintain lists of REU opportunities across the country:

• National Science Foundation (NSF)
• American Mathematical Society
• Mathematics Project in Minnesota
• U of M Office of Undergraduate Research

Math REUs at the U of M 

• Summer REU program in Combinatorics

Undergraduate Mathematics Office 115 Vincent Hall

[email protected] 612-625-4848

[email protected] Schedule an appointment

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Research Topics

UBC’s Department of Mathematics is one of Canada’s best. Come find out what’s going on here…

 Research Sub-Navigation

Algebra and algebraic geometry.

Intercontinental Moduli and Algebraic Geometry Seminar

Group overview

Discrete mathematics, group overview, harmonic analysis.

Harmonic Analysis and Fractal Geometry Seminar

Mathematical Biology

Mathematical physics, group overview, mathematics education, mathematics of information, nonlinear dynamics and applied pdes, number theory, partial differential equations, probability.

The Probability group maintains an external site with more information about their group and its activities:

Scientific Computing

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181 Mathematics Research Topics From PhD Experts

If you are reading this blog post, it means you are looking for some exceptional math research topics. You want them to be original, unique even. If you manage to find topics like this, you can be sure your professor will give you a top grade (if you write a decent paper, that is). The good news is that you have arrived at just the right place – at the right time. We have just finished updating our list of topics, so you will find plenty of original ideas right on this page. All our topics are 100 percent free to use as you see fit. You can reword them and you don’t need to give us any credit.

And remember: if you need assistance from a professional, don’t hesitate to reach out to us. We are not just the best place for math research topics for high school students; we are also the number one choice for students looking for top-notch research paper writing services.

Our Newest Research Topics in Math

We know you probably want the best and most recent research topics in math. You want your paper to stand out from all the rest. After all, this is the best way to get some bonus points from your professor. On top of this, finding some great topics for your next paper makes it easier for you to write the essay. As long as you know at least something about the topic, you’ll find that writing a great paper or buy phd thesis isn’t as difficult as you previously thought.

So, without further ado, here are the 181 brand new topics for your next math research paper:

Cool Math Topics to Research

Are you looking for some cool math topics to research? We have a list of original topics for your right here. Pick the one you like and start writing now:

• Roll two dice and calculate a probability
• Discuss ancient Greek mathematics
• Is math really important in school?
• Discuss the binomial theorem
• The math behind encryption
• Game theory and its real-life applications
• Analyze the Bernoulli scheme
• What are holomorphic functions and how do they work?
• Describe big numbers
• Solving the Tower of Hanoi problem

Undergraduate Math Research Topics

If you are an undergraduate looking for some research topics for your next math paper, you will surely appreciate our list of interesting undergraduate math research topics:

• Methods to count discrete objects
• The origins of Greek symbols in mathematics
• Methods to solve simultaneous equations
• Real-world applications of the theorem of Pythagoras
• Discuss the limits of diffusion
• Use math to analyze the abortion data in the UK over the last 100 years
• Discuss the Knot theory
• Analyze predictive models (take meteorology as an example)
• In-depth analysis of the Monte Carlo methods for inverse problems
• Squares vs. rectangles (compare and contrast)

Number Theory Topics to Research

Interested in writing about number theory? It is not an easy subject to discuss, we know. However, we are sure you will appreciate these number theory topics:

• Discuss the greatest common divisor
• Explain the extended Euclidean algorithm
• What are RSA numbers?
• Discuss Bézout’s lemma
• In-depth analysis of the square-free polynomial
• Discuss the Stern-Brocot tree
• Analyze Fermat’s little theorem
• What is a discrete logarithm?
• Gauss’s lemma in number theory
• Analyze the Pentagonal number theorem

Math Research Topics for High School

High school students shouldn’t be too worried about their math papers because we have some unique, and quite interesting, math research topics for high school right here:

• Discuss Brun’s constant
• An in-depth look at the Brahmagupta–Fibonacci identity
• What is derivative algebra?
• Describe the Symmetric Boolean function
• Discuss orders of approximation in limits
• Solving Regiomontanus’ angle maximization problem
• What is a Quadratic integral?
• Define and describe complementary angles
• Analyze the incircle and excircles of a triangle
• Analyze the Bolyai–Gerwien theorem in geometry
• Math in our everyday life

Complex Math Topics

If you want to give some complex math topics a try, we have the best examples below. Remember, these topics should only be attempted by students who are proficient in mathematics:

• Mathematics and its appliance in Artificial Intelligence
• Try to solve an unsolved problem in math
• Discuss Kolmogorov’s zero-one law
• What is a discrete random variable?
• Analyze the Hewitt–Savage zero-one law
• What is a transferable belief model?
• Discuss 3 major mathematical theorems
• Describe and analyze the Dempster-Shafer theory
• An in-depth analysis of a continuous stochastic process
• Identify and analyze Gauss-Markov processes

Easy Math Research Paper Topics

Perhaps you don’t want to spend too much time working on your next research paper. Who can blame you? Check out these easy math research paper topics:

• Define the hyperbola
• Do we need to use a calculator during math class?
• The binomial theorem and its real-world applications
• What is a parabola in geometry?
• How do you calculate the slope of a curve?
• Define the Jacobian matrix
• Solving matrix problems effectively
• Why do we need differential equations?
• Should math be mandatory in all schools?
• What is a Hessian matrix?

Logic Topics to Research

We have some interesting logical topics for research papers. These are perfect for students interested in writing about math logic. Pick one right now:

• Discuss the reductio ad absurdum approach
• Discuss Boolean algebra
• What is consistency proof?
• Analyze Trakhtenbrot’s theorem (the finite model theory)
• Discuss the Gödel completeness theorem
• An in-depth analysis of Morley’s categoricity theorem
• How does the Back-and-forth method work?
• Discuss the Ehrenfeucht–Fraïssé game technique
• Discuss Aleph numbers (Aleph-null and Aleph-one)
• Solving the Suslin problem

Algebra Topics for a Research Paper

Would you like to write about an algebra topic? No problem, our seasoned writers have compiled a list of the best algebra topics for a research paper:

• Discuss the differential equation
• Analyze the Jacobson density theorem
• The 4 properties of a binary operation in algebra
• Analyze the unary operator in depth
• Analyze the Abel–Ruffini theorem
• Epimorphisms vs. monomorphisms: compare and contrast
• Discuss the Morita duality in algebraic structures
• Idempotent vs. nilpotent in Ring theory
• Discuss the Artin-Wedderburn theorem
• What is a commutative ring in algebra?
• Analyze and describe the Noetherian ring

Math Education Research Topics

There is nothing wrong with writing about math education, especially if your professor did not give you writing prompts. Here are some very nice math education research topics:

• What are the goals a mathematics professor should have?
• What is math anxiety in the classroom?
• Teaching math in UK schools: the difficulties
• Computer programming or math in high school?
• Is math education in Europe at a high enough level?
• Common Core Standards and their effects on math education
• Culture and math education in Africa
• What is dyscalculia and how does it manifest itself?
• When was algebra first thought in schools?
• Math education in the United States versus the United Kingdom

Computability Theory Topics to Research

Writing about computability theory can be a very interesting adventure. Give it a try! Here are some of our most interesting computability theory topics to research:

• What is a multiplication table?
• Analyze the Scholz conjecture
• Explain exponentiating by squaring
• Analyze the Myhill-Nerode theorem
• What is a tree automaton?
• Compare and contrast the Pushdown automaton and the Büchi automaton
• Discuss the Markov algorithm
• What is a Turing machine?
• Analyze the post correspondence problem
• Discuss the linear speedup theorem
• Discuss the Boolean satisfiability problem

Interesting Math Research Topics

We know you want topics that are interesting and relatively easy to write about. This is why we have a separate list of our most interesting math research topics:

• What is two-element Boolean algebra?
• The life of Gauss
• The life of Isaac Newton
• What is an orthodiagonal quadrilateral?
• Tessellation in Euclidean plane geometry
• Describe a hyperboloid in 3D geometry
• What is a sphericon?
• Discuss the peculiarities of Borel’s paradox
• Analyze the De Finetti theorem in statistics
• What are Martingales?
• The basics of stochastic calculus

Applied Math Research Topics

Interested in writing about applied mathematics? Our team managed to create a list of awesome applied math research topics from scratch for you:

• Discuss Newton’s laws of motion
• Analyze the perpendicular axes rule
• How is a Galilean transformation done?
• The conservation of energy and its applications
• Discuss Liouville’s theorem in Hamiltonian mechanics
• Analyze the quantum field theory
• Discuss the main components of the Lorentz symmetry
• An in-depth look at the uncertainty principle

Geometry Topics for a Research Paper

Geometry can be a very captivating subject, especially when you know plenty about it. Check out our list of geometry topics for a research paper and pick the best one today:

• Most useful trigonometry functions in math
• The life of Archimedes and his achievements
• Trigonometry in computer graphics
• Using Vincenty’s formulae in geodesy
• Define and describe the Heronian tetrahedron
• The math behind the parabolic microphone
• Discuss the Japanese theorem for concyclic polygons
• Analyze Euler’s theorem in geometry

Math Research Topics for Middle School

Yes, even middle school children can write about mathematics. We have some original math research topics for middle school right here:

• Finding critical points in a graph
• The basics of calculus
• What makes a graph ultrahomogeneous?
• How do you calculate the area of different shapes?
• What contributions did Euclid have to the field of mathematics?
• What is Diophantine geometry?
• What makes a graph regular?
• Analyze a full binary tree

Math Research Topics for College Students

As you’ve probably already figured out, college students should pick topics that are a bit more complex. We have some of the best math research topics for college students right here:

• What are extremal problems and how do you solve them?
• Discuss an unsolvable math problem
• How can supercomputers solve complex mathematical problems?
• An in-depth analysis of fractals
• Discuss the Boruvka’s algorithm (related to the minimum spanning tree)
• Discuss the Lorentz–FitzGerald contraction hypothesis in relativity
• An in-depth look at Einstein’s field equation
• The math behind computer vision and object recognition

Calculus Topics for a Research Paper

Let’s face it: calculus is not a very difficult field. So, why don’t you pick one of our excellent calculus topics for a research paper and start writing your essay right away:

• When do we need to apply the L’Hôpital rule?
• Discuss the Leibniz integral rule
• Calculus in ancient Egypt
• Discuss and analyze linear approximations
• The applications of calculus in real life
• The many uses of Stokes’ theorem
• Discuss the Borel regular measure
• An in-depth analysis of Lebesgue’s monotone convergence theorem

Simple Math Research Paper Topics for High School

This is the place where you can find some pretty simple topics if you are a high school student. Check out our simple math research paper topics for high school:

• The life and work of the famous Pierre de Fermat
• What are limits and why are they useful in calculus?
• Explain the concept of congruency
• The life and work of the famous Jakob Bernoulli
• Analyze the rhombicosidodecahedron and its applications
• Calculus and the Egyptian pyramids
• The life and work of the famous Jean d’Alembert
• Discuss the hyperplane arrangement in combinatorial computational geometry
• The smallest enclosing sphere method in combinatorics

Business Math Topics

If you want to surprise your professor, why don’t you write about business math? We have some exceptional topics that nobody has thought about right here:

• Is paying a loan with another loan a good approach?
• Discuss the major causes of a stock market crash
• Best debt amortization methods in the US
• How do bank loans work in the UK?
• Calculating interest rates the easy way
• Discuss the pros and cons of annuities
• Basic business math skills everyone should possess
• Business math in United States schools
• Analyze the discount factor

Probability and Statistics Topics for Research

Probability and statistics are not easy fields. However, you can impress your professor with one of our unique probability and statistics topics for research:

• What is the autoregressive conditional duration?
• Applying the ANOVA method to ranks
• Discuss the practical applications of the Bates distribution
• Explain the principle of maximum entropy
• Discuss Skorokhod’s representation theorem in random variables
• What is the Factorial moment in the Theory of Probability?
• Compare and contrast Cochran’s C test and his Q test
• Analyze the De Moivre-Laplace theorem
• What is a negative probability?

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Theses and Dissertations (Mathematics Education)

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• The impact of 8Ps learning model on the mathematical problem-solving performance of grade 12 learners in the concept of stationary points in differential calculus  Omoniyi, Adebayo Akinyinka ( 2022-11-11 ) Noting the centrality of problem solving to Mathematics and its capability to enhance learner performance in the subject, the study measured the impact of the use of 8Ps learning model on the mathematical problem-solving ...
• Enhancing mathematics teachers' professional development for creative teaching in Addis Ababa secondary schools  Anwar Seid Al-amin ( 2023-09-25 ) The Ethiopian education system is imported from the West, and the traditional method of instruction (pouring information) in the ICT revolution era wastes time and resources. Learners can get more information about mathematics ...
• Grade 9 mathematics teachers’ strategies to address mathematical proficiency in their teaching of linear equations : a case of selected schools in Gauteng North District  Mothudi, Teresa Ntsae ( 2022-12-10 ) The purpose of this research was to look into Grade 9 mathematics teachers’ strategies to address mathematical proficiency in their teaching of linear equations. The study was intrigued by the performance of learners in ...
• Grade 6 mathematics teachers’ development of learner mathematical proficiency in addition and subtraction of common fractions, in the Tshwane South District of Gauteng  Lendis, Ashley Pearl ( 2022-11-30 ) The study was motivated by the fact that learners are not performing well in the topic of fractions due to the lack of conceptual understanding of the concept. The purpose of this qualitative study based on an interpretive ...
• The performance and learning difficulties of Grade 10 learners in solving euclidean geometry problems in Tshwane West District  Olabode, Adedayo Abosede ( 2023-01-31 ) There is a growing trend of declining performance in the final year (Grade 12) mathematics examinations in the South African public school system. The study aimed to evaluate Grade 10 learners in the Tshwane West District ...
• A collaborative model for teaching and learning mathematics in secondary schools  Ngwenya, Vusani ( 2021-11 ) Mathematics pass rates in South African schools, as in many developing nations, continue to be a source of concern for educators and policymakers alike. Improving mathematics performance is non-negotiable if Africa is to ...
• Teachers improvement of mathematics achievements in rural schools of Mopani District : implications for professional development  Sambo, Sosa Isaac ( 2023-01-01 ) Throughout the globe, there is an outcry that learners’ performance in mathematics is below the expected standard. Hence, teachers need teacher development to improve their skills and knowledge in the subject. The purpose ...
• Grade 10 learners’ academic experiences of learning parabolic functions in schools of Vhembe district of Limpopo Province  Mudau, Takalani Lesley ( 2022-11-22 ) The objective of this study was to determine Grade 10 learners' academic performance in learning parabola functions. Furthermore, the study sought to unearth errors that learners make when learning parabola functions and ...
• An exploration of learning difficulties experienced by grade 12 learners in euclidean geometry : a case of Ngaka Modiri Molema district  Mudhefi, Fungirai ( 2022-08-20 ) The purpose of this study was to investigate the learning difficulties experienced by Grade 12 learners in Euclidean geometry. Despite the efforts exerted in terms of time, material and human resources in the teaching and ...
• The relationship between anxiety, working memory and achievement in mathematics in grade 5 learners : a case study of Tshepisong schools  Mnguni, Maria Tebogo ( 2022-01-21 ) This study investigated the relationship between anxiety, working memory and achievement in mathematics in grade 5 learners at Tshepisong schools. A sample of 300 grade 5 learners from Tshepisong schools was selected using ...
• The effects of using a graphic calculator as a cognitive tool in learning grade 10 data handling  Rambao, Mpho ( 2022-09 ) The integration of technology in the mathematics classroom is believed to have an influence on how the learners learn and change their perception of mathematics. Therefore, technology tools are developed to enhance the ...
• Integration of ethnomathematics in the teaching of probability in secondary school mathematics in Zimbabwe  Turugari, Munamato ( 2022-06 ) Underpinned by the social constructivism theory and the praxis of integrating ethnomathematics in the teaching of probability, this PAR developed a policy framework for facilitating the integration of ethno-mathematics in ...
• Evaluating Grade 10 learners’ change in understanding of similar triangles following a classroom intervention  Maweya, Amokelo Given ( 2022 ) Geometry, in particular Euclidean geometry, has been highlighted as a subject in mathematics that presents a variety of challenges to many secondary school learners. Many students struggle to gain appropriate knowledge of ...
• The impact of technology integration in teaching grade 11 Euclidean geometry based on van Hiele’s model  Bediako, Adjei ( 2021-10-10 ) This quantitative study reports on the impact of using GeoGebra software to teach Grade 11 geometry through van Hieles’ levels theory, merged with some elements of the Technological Pedagogical Content Knowledge framework. ...
• A framework towards improved instruction of probability to grade seven students : a case of South African schools in Mpumalanga province  Kodisang, Sophy Mamanyena ( 2022-02-03 ) This empirical phenomenological study explored teachers’ conceptual understanding of probability to gain insights into how this understanding enhanced their instructional classroom practice. The study was motivated by the ...
• The use and effect of Geogebra software in Calculus at Wachemo University, Ethiopia : an investigation  Tola Bekene Bedada ( 2021-08 ) With the rapid growth of technology in the 21st century, traditional teaching and learning methods are considered outdated and not suitable for the active learning processes of the constructivist learning approach. The ...
• Exploration of Grade 8 learners’ misconceptions in learning surface area and volume of prisms at a high school in Johannesburg East District  Sibanda, Edwin ( 2021-01-29 ) This study was conducted in order to explore Grade 8 learners’ perceptions through misconceptions they display when learning surface area and volume of prisms, which hinder conceptual understanding. A case study was used ...
• Exploring learning difficulties experienced by Grade 9 mathematics learners in understanding 3D shapes in Geometry  Kgopane, Khomotso Welcome ( 2021-07 ) This study aimed to explore learning difficulties experienced by Grade 9 Mathematics learners in understanding 3D shapes in Geometry. To achieve that aim, the study focused on achieving three objectives, namely to: identify ...
• Relationship between learners’ proficiency in common and algebraic fractions : a case of grade 10 learners at a Limpopo high school  Mangwende, Lina ( 2021-06 ) In Mathematics, the topic of fractions is one of the most difficult topics for both teachers and learners. The primary focus of the study was to examine how pedagogical strategies could be used in the teaching of common ...
• Using ubuntu values to enhance disruptive pedagogies for effective and meaningful teaching of grade 12 Euclidean geometry  Chidziva, Justine ( 2021-06 ) Using a convergent mixed-methods parallel research design, this study explored how the use of Ubuntu values can enhance disruptive pedagogies for effective and meaningful teaching of Grade 12 Euclidean geometry. It employed ...

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Home > College of Natural Sciences > Mathematics > Mathematics Theses, Projects, and Dissertations

Mathematics Theses, Projects, and Dissertations

Theses/projects/dissertations from 2024 2024.

On Cheeger Constants of Knots , Robert Lattimer

Information Based Approach for Detecting Change Points in Inverse Gaussian Model with Applications , Alexis Anne Wallace

Theses/Projects/Dissertations from 2023 2023

DNA SELF-ASSEMBLY OF TRAPEZOHEDRAL GRAPHS , Hytham Abdelkarim

An Exposition of the Curvature of Warped Product Manifolds , Angelina Bisson

Jackknife Empirical Likelihood Tests for Equality of Generalized Lorenz Curves , Anton Butenko

MATHEMATICS BEHIND MACHINE LEARNING , Rim Hammoud

Statistical Analysis of Health Habits for Incoming College Students , Wendy Isamara Lizarraga Noriega

Reverse Mathematics of Ramsey's Theorem , Nikolay Maslov

Distance Correlation Based Feature Selection in Random Forest , Jose Munoz-Lopez

Constructing Hyperbolic Polygons in the Poincaré Disk , Akram Zakaria Samweil

KNOT EQUIVALENCE , Jacob Trubey

Theses/Projects/Dissertations from 2022 2022

SYMMETRIC GENERATIONS AND AN ALGORITHM TO PROVE RELATIONS , Diddier Andrade

The Examination of the Arithmetic Surface (3, 5) Over Q , Rachel J. Arguelles

Error Terms for the Trapezoid, Midpoint, and Simpson's Rules , Jessica E. Coen

de Rham Cohomology, Homotopy Invariance and the Mayer-Vietoris Sequence , Stacey Elizabeth Cox

Symmetric Generation , Ana Gonzalez

SYMMETRIC PRESENTATIONS OF FINITE GROUPS AND RELATED TOPICS , Samar Mikhail Kasouha

Simple Groups and Related Topics , Simrandeep Kaur

Homomorphic Images and Related Topics , Alejandro Martinez

LATTICE REDUCTION ALGORITHMS , Juan Ortega

THE DECOMPOSITION OF THE SPACE OF ALGEBRAIC CURVATURE TENSORS , Katelyn Sage Risinger

Verifying Sudoku Puzzles , Chelsea Schweer

AN EXPOSITION OF ELLIPTIC CURVE CRYPTOGRAPHY , Travis Severns

Theses/Projects/Dissertations from 2021 2021

Non-Abelian Finite Simple Groups as Homomorphic Images , Sandra Bahena

Matroids Determinable by Two Partial Representations , Aurora Calderon Dojaquez

SYMMETRIC REPRESENTATIONS OF FINITE GROUPS AND RELATED TOPICS , Connie Corona

Symmetric Presentation of Finite Groups, and Related Topics , Marina Michelle Duchesne

MEASURE AND INTEGRATION , JeongHwan Lee

A Study in Applications of Continued Fractions , Karen Lynn Parrish

Partial Representations for Ternary Matroids , Ebony Perez

Theses/Projects/Dissertations from 2020 2020

Sum of Cubes of the First n Integers , Obiamaka L. Agu

Permutation and Monomial Progenitors , Crystal Diaz

Tile Based Self-Assembly of the Rook's Graph , Ernesto Gonzalez

Research In Short Term Actuarial Modeling , Elijah Howells

Hyperbolic Triangle Groups , Sergey Katykhin

Exploring Matroid Minors , Jonathan Lara Tejeda

DNA COMPLEXES OF ONE BOND-EDGE TYPE , Andrew Tyler Lavengood-Ryan

Modeling the Spread of Measles , Alexandria Le Beau

Symmetric Presentations and Related Topics , Mayra McGrath

Minimal Surfaces and The Weierstrass-Enneper Representation , Evan Snyder

ASSESSING STUDENT UNDERSTANDING WHILE SOLVING LINEAR EQUATIONS USING FLOWCHARTS AND ALGEBRAIC METHODS , Edima Umanah

Excluded minors for nearly-paving matroids , Vanessa Natalie Vega

Theses/Projects/Dissertations from 2019 2019

Fuchsian Groups , Bob Anaya

Tribonacci Convolution Triangle , Rosa Davila

VANISHING LOCAL SCALAR INVARIANTS ON GENERALIZED PLANE WAVE MANIFOLDS , Brian Matthew Friday

Analogues Between Leibniz's Harmonic Triangle and Pascal's Arithmetic Triangle , Lacey Taylor James

Geodesics on Generalized Plane Wave Manifolds , Moises Pena

Algebraic Methods for Proving Geometric Theorems , Lynn Redman

Pascal's Triangle, Pascal's Pyramid, and the Trinomial Triangle , Antonio Saucedo Jr.

THE EFFECTIVENESS OF DYNAMIC MATHEMATICAL SOFTWARE IN THE INSTRUCTION OF THE UNIT CIRCLE , Edward Simons

CALCULUS REMEDIATION AS AN INDICATOR FOR SUCCESS ON THE CALCULUS AP EXAM , Ty Stockham

Theses/Projects/Dissertations from 2018 2018

PROGENITORS, SYMMETRIC PRESENTATIONS AND CONSTRUCTIONS , Diana Aguirre

Monomial Progenitors and Related Topics , Madai Obaid Alnominy

Progenitors Involving Simple Groups , Nicholas R. Andujo

Simple Groups, Progenitors, and Related Topics , Angelica Baccari

Exploring Flag Matroids and Duality , Zachary Garcia

Images of Permutation and Monomial Progenitors , Shirley Marina Juan

MODERN CRYPTOGRAPHY , Samuel Lopez

Progenitors, Symmetric Presentations, and Related Topics , Joana Viridiana Luna

Symmetric Presentations, Representations, and Related Topics , Adam Manriquez

Toroidal Embeddings and Desingularization , LEON NGUYEN

THE STRUGGLE WITH INVERSE FUNCTIONS DOING AND UNDOING PROCESS , Jesus Nolasco

Tutte-Equivalent Matroids , Maria Margarita Rocha

Symmetric Presentations and Double Coset Enumeration , Charles Seager

MANUAL SYMMETRIC GENERATION , Joel Webster

Theses/Projects/Dissertations from 2017 2017

Investigation of Finite Groups Through Progenitors , Charles Baccari

CONSTRUCTION OF HOMOMORPHIC IMAGES , Erica Fernandez

Making Models with Bayes , Pilar Olid

An Introduction to Lie Algebra , Amanda Renee Talley

SIMPLE AND SEMI-SIMPLE ARTINIAN RINGS , Ulyses Velasco

CONSTRUCTION OF FINITE GROUP , Michelle SoYeong Yeo

Theses/Projects/Dissertations from 2016 2016

Upset Paths and 2-Majority Tournaments , Rana Ali Alshaikh

Regular Round Matroids , Svetlana Borissova

GEODESICS IN LORENTZIAN MANIFOLDS , Amir A. Botros

REALIZING TOURNAMENTS AS MODELS FOR K-MAJORITY VOTING , Gina Marie Cheney

Solving Absolute Value Equations and Inequalities on a Number Line , Melinda A. Curtis

BIO-MATHEMATICS: INTRODUCTION TO THE MATHEMATICAL MODEL OF THE HEPATITIS C VIRUS , Lucille J. Durfee

ANALYSIS AND SYNTHESIS OF THE LITERATURE REGARDING ACTIVE AND DIRECT INSTRUCTION AND THEIR PROMOTION OF FLEXIBLE THINKING IN MATHEMATICS , Genelle Elizabeth Gonzalez

LIFE EXPECTANCY , Ali R. Hassanzadah

PLANAR GRAPHS, BIPLANAR GRAPHS AND GRAPH THICKNESS , Sean M. Hearon

A Dual Fano, and Dual Non-Fano Matroidal Network , Stephen Lee Johnson

Mathematical Reasoning and the Inductive Process: An Examination of The Law of Quadratic Reciprocity , Nitish Mittal

The Kauffman Bracket and Genus of Alternating Links , Bryan M. Nguyen

Probabilistic Methods In Information Theory , Erik W. Pachas

THINKING POKER THROUGH GAME THEORY , Damian Palafox

Indicators of Future Mathematics Proficiency: Literature Review & Synthesis , Claudia Preciado

Ádám's Conjecture and Arc Reversal Problems , Claudio D. Salas

AN INTRODUCTION TO BOOLEAN ALGEBRAS , Amy Schardijn

The Evolution of Cryptology , Gwendolyn Rae Souza

Theses/Projects/Dissertations from 2015 2015

SYMMETRIC PRESENTATIONS AND RELATED TOPICS , Mashael U. Alharbi

Homomorphic Images And Related Topics , Kevin J. Baccari

Geometric Constructions from an Algebraic Perspective , Betzabe Bojorquez

Discovering and Applying Geometric Transformations: Transformations to Show Congruence and Similarity , Tamara V. Bonn

Symmetric Presentations and Generation , Dustin J. Grindstaff

HILBERT SPACES AND FOURIER SERIES , Terri Joan Harris Mrs.

SYMMETRIC PRESENTATIONS OF NON-ABELIAN SIMPLE GROUPS , Leonard B. Lamp

Simple Groups and Related Topics , Manal Abdulkarim Marouf Ms.

Elliptic Curves , Trinity Mecklenburg

A Fundamental Unit of O_K , Susana L. Munoz

CONSTRUCTIONS AND ISOMORPHISM TYPES OF IMAGES , Jessica Luna Ramirez

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• Mathematics Education Topics

Project / Seminar Research Topics and Materials on Mathematics Education

Mathematics Education Project / Seminar Research Topics and Materials

Welcome to Samphina Academy, this is the Official Project / Seminar Material Library for all students of the department of Mathematics Education. The topics listed here can be used as guide to carryout academic research work for either Undergraduate / Postgraduate Project, Seminar or Thesis. We pride ourselves in rendering quality services.

The aim of providing these materials is to reduce the stress of moving from one school library to another all in the name of searching for research materials on Mathematics Education.

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• Save our contact on your phone – 08143831497 (Samphina Academy)
• Select about 3 topics from this page and submit to your supervisor for approval
• Send the approved topic to us on WhatsApp to get the complete material

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List of Mathematics Education Project / Seminar Research Topics for Nigerian Students

Click Here to Check Research Topics for Other Departments

• The Influence Of Teacher Self-Efficacy On Junior Secondary School Students’ Academic Performance In Mathematics
• Effect Of Teacher’s Perception Of Use Of ICT On Mathematics Students Academic Achievement Of Junior Secondary School In Eket LGA
• Small Group Discussions Learning Pattern And Its Impact On Student Academic Performance In Mathematics
• Influence Of Counselling On The Academic Achievement In Maths Of Junior Secondary School Students In Ibadan South West Local Government Area, Ibadan, Oyo State
• Effect Of Mathematics Laboratory On Students Performance In Mathematics In Secondary Schools In Enugu State
• Effect Of Single Parenthood On Students Achievement In Mathematics
• The Effect Of Problem-Solving Method And Mother-Tongue On Students Performance In Mathematics Word Problems
• A Study On The Impacts Of Mathematical Anxiety Towards Learning Mathematics In Some Selected Schools In Oredo Local Government Area, Edo State
• Influence Of Gender School And Type On Students Achievement In Senior Secondary School Mathematics
• Effects Of Heuristic Method Of Teaching And Academic Performance Of Mathematics Students In Senior Secondary School In Mkpat Enin Local Government Area
• Comparative Effectiveness Of Mathematical Game And Instructional Analogy As Advance Organizers On Students’ Achievement And Interest In Mathematics
• Strategies For Motivating And Maintaining Students Interest In Mathematics
• An Observational Study Of Classroom Processes Used By Senior Secondary School Mathematics Teachers In Edo State
• The Problems Associated With Teaching And Learning Of Mathematics: A Case Study Of Ovia North East Local Government Area Of Edo State
• Use Of The Geometrical Instruments In The Teaching And Learning Of Geometry In Secondary Schools
• Factors That Determine Mathematics Related Career Choices Among Senior Secondary Schools
• Impact Of Instructional Materials And Teachers Motivation On Secondary School Students Learning Outcome In Mathematics
• Influence Of Peer Group On Academic Achievement Of Students In Mathematics In Secondary Schools
• Effect Of Problem-Solving Approach On Learning On Junior Secondary School Academic Achievement In Mathematics
• Effects Of ICT On Teaching And Learning Of Mathematics In Secondary School
• Mathematical Models And Academic Achievement Of Students In Mathematics
• Assessment On The Usage Of Computer Application In The Teaching And Learning Of Mathematics
• Impact Of Incessant Industrial Strikes On Teaching And Learning Of Mathematics In Katsina State Tertiary Institutions
• Computer Aided Learning Of Mathematics Subjects (A Case Study Of JSS3 Curricula)
• Relationship Between Senior Secondary School Students’ Attitude To Mathematics And Their Performance
• Students’ Perception On The Causes Of Poor Academic Performance In Elementary Mathematics
• Causes And Effect Of Student’s Failure Of Mathematics In Senior Secondary School Certificate Examination
• A Survey To The Factors Responsible For The Students’ Poor Performance In Mathematics In Selected Secondary Schools
• Effects Of Teachers’ Mastery Of Subject Matter And Utilization Of Instructional Materials On The Academic Achievement Of Senior Secondary School Students In Mathematics
• A Survey Of Mathematics Teachers’ Attitude And Competence Towards Information And Communication Technology In Education
• Effect Of Polya’s Problem Solving Strategy On Secondary School Students Achievement In Mathematics
• Causes Of Poor Academic Performance Of Secondary School Students In Further Mathematics (A Case Study Ilorin Kwara State)
• Effect Of Collaborative Instructional Strategy On The Academic Achievement Of Secondary School Mathematics Students In Abia State (Ikwuano)
• Gender Factor In Mathematics Performance Among Senior Secondary School Students
• Comparative Analysis Of Male And Female Students Performance In English And Mathematics
• Investigation Into The Application Of Instructional Materials For Teaching Of Mathematics In Some Selected Secondary Schools
• Difficult Topics As Perceived By Teachers And Students In Junior Secondary School Mathematics Curriculum (JSS II); Implications For Effective Teaching
• The Performance Of Secondary School Students In The Learning Of Mathematics
• Effect Of Mastery Learning Strategy On Senior Secondary Two Students Achievement In Mathematics
• Social Factors Affecting Effective Teaching And Learning Of Mathematics In Senior Secondary School In Adamawa State
• Instructional Materials Utilization On JSS 3 Students’ Academic Performance In Mathematics In Ibesikpo Azutan Local Government
• Effects Of Teachers Experience In The Academic Performance Of Students In Mathematics
• Effect Of Instructional Media On Students Academic Achievement In Mathematics
• The Effects Of E-Learning On Teaching And Learning Of Mathematical Concepts
• Assessment Of The Factors Affecting The Impactive Implementation Of Teaching And Learning Mathematics In Senior Secondary Schools In Oredo LGA Edo State
• The Impact Of Information Communication Technology (ICT) On Students’ Academic Performance In Mathematics
• Factors Leading To Poor Performance In Mathematics Subject
• Effect Of Flipped Classroom And Jigsaw Puzzle Teaching Strategies On Student Academic Performance In Mathematics In Secondary School
• Difficulties Encountered By Students In Solving Algebraic Problem In Senior Secondary School
• Involvement Of Social Vices On Academic Performance Of Students On Mathematics
• Secondary School Student Attitudes Towards The Study Of Mathematics And Their Academic Achievement
• Challenges And Prospects Of Teaching And Learning Mathematics Among The JSS Students In Suleja Local Government Area In Niger State
• An Investigative Study On The Causes Of Mass Failure In Mathematics In External Examinations
• Uses Of Instructional Media In Teaching Mathematics In The Basic School
• Perceptions Of Mathematics Teachers About ICT Integration In Teaching Mathematics In Selected Secondary Schools
• Teachers’ Classroom Strategy And Academic Achievement In Basic Science And Mathematics
• Evaluation Of Students Academic Achievement In Mathematics In The Junior Secondary School
• Influence Of Parental Socio-Economic Status On Career Aspirations Among Secondary School Mathematics Student
• Effect Of Discovery Method In Teaching And Learning Mathematics
• Identification And Remediation Of Difficult Concepts In Mathematics And Students Academic Achievement In Secondary School
• Perception Of Students On The Causes And Effects Of Mathematics Anxiety Among Students Of Tertiary Institutions In Nigeria
• Assessment Of The Effectiveness Of Teaching Physics And Mathematics In Senior Secondary School
• The Impact Of Teacher Motivation On The Academic Performance Of Students In Mathematics
• Influence Of Students’ Attitudes To The Learning Of Mathematics On Their Academic Achievement In Senior Secondary Schools In Jalingo Metropolis
• The Impact Of Using Multimedia In Mathematics Kindergarten Education
• The Impact Of Teacher And Qualification On Students Academic Performance In Mathematics
• Effect Of Discovery Method On Students Performance In Mathematics
• Factors Influencing The Attitude Of Secondary School Students Towards The Study Of Mathematics
• Selfconcept And Motivation As Correlates Of Student’s Academic Performance In Mathematics In Mkpat Enin Local Government Area
• Parent-Child Communication Pattern As Correlates Of Interest In Academic Achievement Of Student In Mathematics
• Pre-Service Teachers’ Perception Of The Use Of Instructional Media In Teaching Mathematics Classes In Secondary School
• Causes And Effect Of Student Failure In Mathematics In The Secondary School Certificate Examination (WAEC): A Case Study Of Lokoja LGA
• Study Habits And Student Achievement In Mathematics
• Effect Of Mathematics Peer Tutoring On The Academic Performance Of Secondary School Students
• Assessment Of The Difficulties Encountered By Students In Solving Algebraic Words Problems In Junior Secondary School
• Survey Of Problems Affecting Teaching Of Mathematics In Junior Secondary School In Oredo Local Government Area
• Impact Of Social Media On The Performance Of Secondary School Students In Mathematics
• The Effect Of Information Communication Technology (ICT) On Students’ Academic Performance On Mathematics
• Influence Of Social Media Platforms On Senior Secondary School Students Interest In Mathematics In Dekina LGA Kogi State
• The Effect Of The Use Of Technology On The Instruction Of Mathematics And English Secondary Schools
• Effect Of Laboratory Method Of Teaching Mathematics On The Achievement Of JSS II Students
• Effect Of Mother Tongue And Students Academic Performance In Mathematics
• Problem Of Teaching And Learning Of Mathematics In Senior Secondary Schools (Case Study Of Enugu North LGA Of Enugu State)
• Assessing Senior Secondary School Students’ Motivation To Learn Mathematics As Related To Gender And Performance In Mathematics
• The Impact Of Parental Involvement On The Achievement Of Mathematics Students
• Influence Of Socio Economic Factor On Academic Performance Of Junior Secondary School Students In Mathematics
• Teacher’s Perceived Strategies For Developing Creativity In Mathematics Among Secondary School Students In Aniocha North Local Government Area, Delta State
• Use Of Social Media In The Teaching Of Mathematics In Secondary Schools
• Causes Of Poor Academic Performance In Mathematics
• Investigation Into The Factors Influencing The Academic Performance Of Secondary School Students In Mathematics
• Evaluation Of The Implementation Of The Secondary School Mathematics Core-Curriculum By Teachers
• The Role Of Technology In Mathematics Education In Higher Institutions
• Influence Of Guidance And Counselling Services On Academic Performance Of Secondary School Students In Mathematics
• Critical Analysis Of The Causes And Effect Of Mass Failure Of Mathematics In Senior Secondary School Certificate Examination (Case Study Of Uyo LGA Area Of Akwa Ibom State)
• Effect Of Calculator In Teaching And Learning Of Logarithms On Students Achievement In Mathematics In Senior Secondary School
• The Impact Of Information And Communication Technology On The Teaching And Learning Of Statistics In Tertiary Institutions
• The Relationship Between Students Engagement And Mathematics Achievement In Senior Secondary Schools
• The Impact Of Parental Involvement On The Academic Performance Of Mathematics Students: A Case Study Of Secondary School Students In Amuwo Odofin LGA, District 5, Lagos State
• A Study On The Collaborative Methods Of Teaching Mathematics In Secondary Schools in Lagos State
• Development And Validation Of An Instrument For Assessing Junior Secondary Schools Mathematics Classroom Environments
• Effect Of Mathematics Laboratory On Students Academic Achievement In Mathematics In Secondary Schools In Adamawa State
• The Effect Of School Types On Students Performance In Mathematics
• Problems Of Teaching Mathematics In Secondary Schools
• The Influence Of Students Attitudes And Teachers Motivation Towards Learning And Teaching Mathematics.
• The Influence Of Teachers Qualification On Students Performance in Mathematics
• Causes And Effect Of Mass Failure Of Mathematics In Junior Secondary School Certificate Examination
• The Causes Of Students Poor Performance In Mathematics In Junior Secondary School: A Case Study Of Akoko-Edo Local Government Area Of Edo State
• Perception Of Students In Teaching And Learning Of Mathematics
• Influence Of Peer Pressure And Parenting Style On Students’ Achievement In Mathematics
• The Effects Of Improvised Instructional Material And The Achievement Of Student In Mathematics Education
• Society’s Current Attitude Towards Women In Science And Technology Based Artisan Jobs As A Factor In Mainstreaming Girls Into Science And Technology Mathematics Education (SMTE)
• An Evaluation Of The Usage Of Electronic Calculators And Its Effect On Mathematics Learning Outcomes Of Female Students
• Drug Abuse And Cultism As Correlates Of Students Attitudes And Academic Performances In Upper Basic Two Mathematics In Benue State
• Teachers And Students Perceived Difficult Areas In Secondary School Mathematics Curriculum
• Effect Of Teachers, Qualification On The Academic Performance Of Students In Mathematics
• The Role Of Gender On Topic Preference Of Senior Secondary School Students In Mathematics
• Practical Based Instructional Strategy And Students’ Academic Performance In Mathematics In Ikot Ekpene L. G. A.
• The Integration Of Models And Analogies Into The Teaching And Learning Of Mathematics
• Students Teachers Conception Of Mathematics
• The Effect Of Computer Assisted Instruction On Gender And Performance Of Junior Secondary School Students In Mathematics
• The Impact Of Truant Behaviour On The Academic Achievement Of Primary School Pupils In Mathematics
• Effect Of Jigsaw 2 Cooperative Learning Strategy On Senior Secondary School Students Academic Achievement In Algebra
• The Impact Of Professional Development On Subject And Pedagogical Content Knowledge Of Mathematics Teachers
• Influence Of Teacher Training And Development Programmes On Students’ Academic Performance In Mathematics In Ilorin West LGA, Kwara-State.
• Attitude And Interest As Correlates Of Students Academics Performance In Mathematics
• Impact Of Story Book On Academic Performance Of Mathematics Students In Junior Secondary School
• Teaching And Learning Of Mathematics Using Computer Assisted Instruction (CAI) In Staff Demonstration
• The Problems Of Teaching And Learning Algebra At The Senior Secondary Schools
• Flipped Classroom And Jigsaw Puzzle Teaching Strategies On Student Academic Performance In Mathematics In Secondary Schools
• Students View Of Mathematics In Teaching And Learning
• Teachers And Students Perception Of Problems Associated With The Teaching And Learning Of Mathematics In Public Secondary Schools In Nsukka Local Government Area Of Enugu State
• The Impact Of Computer Applications On Computation, Problem Solving And Conceptual Understanding Of Mathematics Skills
• The Impact Of Mathematical Anxiety On Academic Performance Of Students
• Influence Of Problem Solving On Senior Secondary School Student Academic Performance In Mathematics
• The Use Of Online Assignment Plagiarism Checker Using Data Mining In Tertiary Institutions In Nigeria
• Implications Of Smartphone On The Academic Performance Of Senior Secondary School Mathematics Students In Katsina Metropolis
• An Investigation Of The Influence Of Teachers’ Classroom Questions On The Achievements Of Students In Mathematics; In Some Selected Junior Secondary Schools In Kaduna North Local Government Area Of Kaduna State
• Effect Of Mother Tongue Instructional Strategy On Senior Secondary School Students Academic Achievement In Mathematics
• Impact Of Computer-Assisted Instruction On The Gender And Achievement Of Junior Secondary School Mathematics Students
• Perception Of Teachers On The Causes And Effects Of Mathematics Anxiety Among Secondary School Students In Bayelsa State

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Trends in mathematics education and insights from a meta-review and bibliometric analysis of review studies

• Original Paper
• Open access
• Published: 15 May 2024

Cite this article

You have full access to this open access article

• Mustafa Cevikbas   ORCID: orcid.org/0000-0002-7844-4707 1 ,
• Gabriele Kaiser 2 , 3 &
• Stanislaw Schukajlow 4  

1 Altmetric

Review studies are vital for advancing knowledge in many scientific fields, including mathematics education, amid burgeoning publications. Based on an extensive consideration of existing review typologies, we conducted a meta-review and bibliometric analysis to provide a comprehensive overview of and deeper insights into review studies within mathematics education. After searching Web of Science, we identified 259 review studies, revealing a significant increase in such studies over the last five years. Systematic reviews were the most prevalent type, followed by meta-analyses, generic literature reviews, and scoping reviews. On average, the review studies had a sample size of 99, with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines commonly employed. Despite certain studies offering nuanced distinctions among review types, ambiguity persisted. Only about a quarter of the studies explicitly reported employing specific theoretical frameworks (particularly, technology, knowledge, and competence models). Co-authored publications were most common within American institutions and the leading countries are the United States, Germany, China, Australia, and England in publishing most review studies. Educational review journals, educational psychology journals, special education journals, educational technology journals, and mathematics education journals provided platforms for review studies, and prominent research topics included digital technologies, teacher education, mathematics achievement, and learning disabilities. In this study, we synthesised a range of reviews to facilitate readers’ comprehension of conceptual congruities and disparities across various review types, as well as to track current research trends. The results suggest that there is a need for discipline-specific standards and guidelines for different types of mathematics education reviews, which may lead to more high-quality review studies to enhance progress in mathematics education.

Avoid common mistakes on your manuscript.

1 Introduction

Comprehensive literature reviews serve as foundational pillars for advancing scholarly discourse, offering critical insights into existing research and shaping future inquiries across disciplines. In the realm of academic writing, spanning from journal articles to dissertations, literature reviews are highly regarded for their capacity to synthesize knowledge, identify gaps, and provide a cohesive framework for understanding complex topics (Boote & Beile, 2005 ). Moreover, reviews play a significant role in academia by setting new research agendas and informing decision-making processes in practice, policy, and society (Kunisch et al., 2023 ).

As empirical and theoretical research burgeons in diverse fields, the need for literature review studies has become even more pronounced, facilitating a deeper understanding of specific research areas or themes (Hart, 2018 ; Nane et al., 2023 ). Additional factors contributing to the popularity of review studies in recent years include the rise of specialized review journals (Kunisch et al., 2023 ), challenges associated with conducting various types of empirical studies during the prolonged COVID-19 crisis (Cevikbas & Kaiser, 2023 ), and a competitive research climate wherein factors such as impact factors and citations hold significant weight (Ketcham & Crawford, 2007 ). Review studies are particularly attractive as they often garner a substantial number of citations, thereby enhancing researchers’ visibility and scholarly impact (Grant & Booth, 2009 ; Taherdoost, 2023 ).

The importance of review studies has been duly acknowledged in mathematics education, as evidenced by the inclusion of review papers in thematically oriented special issues of journals such as ZDM– Mathematics Education (Kaiser & Schukajlow, 2024 ), which has been originally founded as review journal. Several upcoming or already published special issues of ZDM– Mathematics Education , which emphasise ‘reviews on important themes in mathematics education’, highlight the importance of review studies as valuable contributions to the field.

The proliferation of literature reviews has increased interest in developing typologies to categorise them and understand different literature review approaches (Grant & Booth, 2009 ; Paré et al., 2015 ; Schryen & Sperling, 2023 ). Despite its significance, there remains a notable lack of research aimed at comprehensively understanding review studies within the field of mathematics education from a meta-perspective. In response to this gap, we conducted a systematic meta-review with the aim of providing an overview of different types of review studies in mathematics education over the past few decades and consolidating insights from multiple high-level review studies (Becker & Oxman, 2008 ; Schryen & Sperling, 2023 ). Meta-reviews offer concise yet comprehensive synopses and curated lists of pertinent reviews, adeptly addressing the perennial challenge of balancing thorough coverage with focused specificity (Grant & Booth, 2009 ).

In addition, we applied bibliometric analysis as a valuable tool for identifying research trends, progress, reliable sources, and future directions within the field. The bibliometric analysis aids in identifying hot research topics and trends (Song et al., 2019 ), assessing progress, identifying reliable sources, recognising major contributors, and predicting future research success (Geng et al., 2017 ). Furthermore, it helps researchers to pinpoint potential topics, suitable institutions for cooperation, and potential scholars for scientific collaboration (Martínez et al., 2015 ). By combining a meta-review and bibliometric analysis, we aim to offer a comprehensive overview of and deeper insights into state-of-the-art review studies within mathematics education.

Specifically, we seek to understand how the distribution and development of literature review studies in mathematics education have evolved over the years, examining factors such as publication years, publishers, review types, sample sizes, and the use of theoretical or conceptual frameworks. Additionally, we aim to assess adherence to review study guidelines and protocols, providing insights into the rigor and quality of research methodologies employed, particularly in light of the lack of clear guidance on producing rigorous and impactful literature reviews (Kunisch et al., 2023 ).

Furthermore, we endeavour to identify authors who have made contribution to the field of mathematics education through review studies, as well as those whose work is most frequently cited. We also identify co-authorship network analysis as understanding research networks allows researchers to identify potential collaborators and build partnerships with other scholars in various countries. Collaborative research endeavours can lead to enhanced research outcomes, broader dissemination of findings, and increased opportunities for funding and professional development. It can also highlight interdisciplinary connections and collaborations within and across fields, leading to innovative approaches and solutions to complex research questions (RQs) that transcend disciplinary boundaries.

Moreover, we analysed the distribution of common keywords across review studies, identifying focal subjects and thematic areas prevalent in mathematics education research. This analysis can provide valuable insights into key topics and trends shaping the field, guiding future research directions and priorities.

Lastly, we identified the most cited review papers in mathematics education and the journals in which they have been published, recognizing seminal works and influential publications that have contributed to the advancement of the field.

Overall, in light of the preceding discourse, we addressed the following RQs to uncover the characteristics of review studies, identify research trends, and delineate future research directions in mathematics education:

How can the distribution and development of review studies in mathematics education over time be characterised according to the number of manuscripts, publishers, review types, sample sizes, the use of theoretical or conceptual frameworks, and adherence to review study guidelines and protocols?

Which authors have contributed the largest number of review studies in mathematics education, and which authors’ review papers are most frequently cited in the literature?

From which countries are the authors of the review studies in mathematics education?

Which author keywords can be identified in the review studies in mathematics education, how are these keywords distributed across the analysed review studies, and which focal topics do these keywords indicate?

What are the most cited review papers in mathematics education, and in which journals have they been published?

2 Literature review studies and review typologies– background information

In this chapter, we provide a thorough analysis of different typologies for review studies, as we seek to elucidate the primary characteristics of various review studies conducted within mathematics education (Sect.  2.1 ). This effort led to the identification of 28 review types presented in Table  1 , which were used in the current study’s literature search processes to access existing review studies and the analysis of identified studies in the field of mathematics education. Furthermore, we discuss the advancement of guidelines and protocols, highlighting their role in shaping the conduct of review studies (Sect. 2.2). Finally, we conclude the chapter by underscoring the importance and potential impact of meta-reviews and bibliometric analyses in the context of mathematics education (Sect. 2.3).

2.1 Literature review typologies

Researchers have defined and emphasized different review types with distinct features, objectives, and methodologies. To address the challenge of ambiguous review categorisations, we conducted an extensive search and analysis of the literature on Web of Science (WoS) using the search strings ‘typology of reviews’ and ‘taxonomy of reviews’ to search the titles of studies. We focused particularly on influential theoretical, conceptual, and review papers discussing the taxonomy and typology of review studies and recent advances driven by scholars across diverse fields.

2.1.1 Seminal work by Grant and Booth ( 2009 ) on the discourse of literature review typologies

The categorisation of literature reviews has been profoundly influenced by the seminal work of Grant and Booth ( 2009 ), on which typologies of literature reviews are often based. Their paper garnered significant attention, with over 10,304 citations as of 20 April 2024 according to Google Scholar. Originally in the field of health information theory and practice, these authors founded their work on earlier approaches, notably Cochrane’s ( 1979 ) approach. Grant and Booth ( 2009 ) claimed that the developed typology could standardise the diverse terminology used. They distinguished 14 review types, which we summarise below, highlighting the main scope and search methodologies (Grant & Booth, 2009 , pp. 94–95):

A critical review ‘goes beyond mere description of identified articles and includes a degree of analysis and conceptual innovation’; no formalised or systematic approach is required because the aim of such a review is ‘to identify conceptual contributions to embody existing or derive new theory’.

A generic literature review incorporates ‘published materials that provide examination of recent of current literature’; comprehensive searching may or may not be necessary.

A mapping review/systematic mapping is used to ‘categorize existing literature’ and identify gaps in the research literature. The completeness of a search is important, but no formal quality assessment is needed.

A meta-analysis is a ‘technique that statistically combines the results of quantitative studies to provide a more precise effect of the results’; a comprehensive search is conducted based on the inclusion and exclusion criteria.

A mixed-studies review/mixed-methods review incorporates ‘a combination of review approaches, for example combining quantitative with qualitative research… and requires a very sensitive search’.

An overview is a generic term describing a ‘summary of the… literature that attempts to survey the literature and describe its characteristics’; it may or may not include comprehensive searching and quality assessment.

A qualitative systematic review/qualitative evidence synthesis is a ‘method for integrating or comparing the findings from qualitative studies’, and it may involve selective sampling.

A rapid review comprises an ‘assessment of what is already known about a policy or practice issue, by using systematic review methods to search and critically appraise existing research’; a characteristic of such a review is that the ‘completeness of searching is determined by time constraints’.

A scoping review is a ‘preliminary assessment of the potential size and scope of available research literature’, with the ‘completeness of searching determined by time/scope constraints’.

A state-of-the-art review ‘tend[s] to address more current matters in contrast to other combined retrospective and current approaches’ and ‘aims for comprehensive searching of current literature’.

A systematic review ‘seeks to systematically search for, appraise and synthesise research evidence’ and should be comprehensive and based on inclusion/exclusion criteria.

A systematic search and review ‘combines [the] strengths of critical review with a comprehensive search process’, typically addressing broad questions to produce ‘best evidence synthesis’ based on ‘exhaustive, comprehensive searching’.

A systematised review ‘include[s] elements of systematic review process while stopping short of systematic review’, ‘typically conducted as postgraduate student assignment’; it ‘may or may not include comprehensive searching’.

An umbrella review ‘specifically refers to review compiling evidence from multiple reviews into one accessible and usable document’ via ‘identification of component reviews, but no search for primary studies’. ‘Primary studies’ refer to original research studies or individual studies conducted by researchers to gather data first-hand.

Booth with colleagues later expanded the typology by introducing the concept of a review family construct and amalgamating various types of reviews for further refinement, such as traditional reviews, systematic reviews, review of reviews, rapid reviews, mixed-methods reviews, and purpose-specific reviews (for details, see Sutton et al., 2019 ).

2.1.2 Further development of the review typologies

Many classifications for review studies have been developed, and in the following section, we present more recent approaches. Paré et al. ( 2015 ), in another highly cited study (2,059 Google Scholar citations as of 20 April 2024) considered seven recurrent dimensions: the goal of the review, the scope of the review questions, the search strategy, the nature of the primary sources, the explicitness of the study selection, quality appraisal, and the methods used to analyse/synthesise the findings. Based on these dimensions, they formulated nine different literature review types: narrative reviews, descriptive reviews, scoping/mapping reviews, meta-analyses, qualitative systematic reviews, umbrella reviews, critical reviews, theoretical reviews, and realist reviews.

In Paré et al.’s ( 2015 ) classification, the review categories that differ from Grant and Booth’s ( 2009 ) classification are theoretical reviews, realist reviews, narrative reviews, and descriptive reviews, which we therefore describe them briefly. A theoretical review draws on conceptual and empirical studies to develop a conceptual framework or model using structured approaches, such as taxonomies, to discover patterns or commonalities. The aim of a realist review (also called a meta-narrative review) is to formulate explanations; such reviews ‘are theory-driven interpretative reviews which were developed to inform, enhance, extend, or alternatively supplement conventional systematic reviews by making sense of heterogeneous evidence about complex interventions applied in diverse contexts in a way that informs policy decision making’ (Paré et al., 2015 , p. 188). The purpose of a narrative review is to survey the existing literature on a particular subject or topic without necessarily seeking generalisations or cumulative insights from the material reviewed (Davies, 2000 ). Typically, such reviews do not detail the underpinning review processes or involve systematic and exhaustive searches of all pertinent literature. This category resembles Grant and Booth’s ( 2009 ) description of ‘literature reviews’ and overlaps with Samnani et al.’s ( 2017 ) narrative reviews, literature reviews, and overviews, resulting in a somewhat ambiguous typology. The aim of a descriptive review is to identify patterns and trends across a set of empirical studies within a specific research field, encompassing pre-existing propositions, theories, methodological approaches, or findings. To accomplish this objective, descriptive reviews collect, structure, and analyse numerical data that reflect the frequency distribution of research elements.

MacEntee ( 2019 ), Samnani et al. ( 2017 ), Schryen et al. ( 2020 ), and Taherdoost ( 2023 ) corroborated Grant and Booth’s ( 2009 ) and Paré et al.’s ( 2015 ) classifications, identifying various common review categories (see Table  1 ). In Samnani et al.’s ( 2017 ) classification, a distinct review type based on the previously mentioned categories is meta-synthesis , the aim of which is to provide explanations for phenomena, in contrast to meta-analysis, which focuses on quantitative outcomes.

Later, Schryen and Sperling ( 2023 ) introduced a slightly revised typology of literature review studies, which they applied to a meta-review of operations research. Their study distinguished nine types of literature reviews, newly introduced categories included tutorial reviews, selective reviews, algorithmic reviews, computational reviews, and meta-reviews. The objective of a tutorial review is to offer a research-oriented summary of principles, mathematical fundamentals, and concepts, aiming to inspire and direct future research endeavours. The authors’ emphasis on foundational aspects has often provided a launching pad for research advances. A selective review typically has a limited scope because it is not based on a thorough search of all relevant literature. This type of review concentrates on specific segments of the literature, such as journals, time periods, methodologies, or issues, to delve deeper into specific questions and phenomena. An algorithmic review focuses on advances in algorithms and frameworks in the literature that address a spectrum of problems. It employs either selective or comprehensive search strategies, predominantly examining algorithm-related sources. A computational review investigates algorithms and/or parameterisations proposed in the literature, largely considering implementations and computational studies, measurement efficiency, effectiveness, and different forms of robustness. Finally, Schryen and Sperling ( 2023 ) defined a meta-review as an overview of systematic reviews or a systematic review of reviews and pointed out that a meta-review can also be called an umbrella review (which is the case by Grant and Booth), again confirming the fuzzy nature of the currently available typologies. According to Schryen and Sperling ( 2023 ), meta-reviews primarily aim to furnish descriptive overviews of literature reviews, serving as tertiary studies that integrate evidence from multiple (qualitative or quantitative) reviews into unified and user-friendly documents (Becker & Oxman, 2008 ; Paré et al., 2015 ). In contrast to the previously mentioned perspectives, Schryen and Sperling ( 2023 ) argued that meta-reviews are not limited to addressing specific research questions but can also address a wide range of enquiries.

Chigbu et al. ( 2023 , pp. 5–6) emphasised that there ‘is a continuum of literature types’ (p. 4) and distinguished twelve different types of literature reviews, six of which were not covered by the classifications provided by previously mentioned studies: integrated reviews, interpretative reviews, iterative reviews, semi-systematic reviews, and bibliometric reviews. According to their approach, an integrative review builds ‘new knowledge based on the existing body of literature following a rationalist perspective’, an interpretative review ‘interprets what other scholars have written to put into specific perspectives’, and an iterative review is an ‘algorithm-based approach performed to collate all studies in a specific field of research’. Moreover, a meta-synthesis review examines and analyses qualitative study findings and is often employed to clarify specific concepts. Additionally, a semi-systematic review analyses the data and findings of other studies to address specific research inquiries, using a partial systematic review methodology. Lastly, a bibliometric review systematically examines the literature on a specific subject or research discipline by quantitatively measuring indicators such as authors, citations, journals, countries, and years of publications.

As previously noted in this paper, this detailed description of review types is instrumental in facilitating our investigation of various review studies in the realm of mathematics education.

2.2 Advancements in guidelines and protocols for review studies

Various researchers have developed guidelines, protocols, and statements to assist authors in conducting, evaluating, and reporting their review studies. This academic endeavour has predominantly focused on enhancing the rigour and transparency of systematic reviews, meta-analyses, and, more recently, scoping reviews. For instance, the population, intervention, comparison, and outcomes (PICO) model, originally conceived to support evidence-based healthcare, serves as a cornerstone for establishing review criteria, crafting research questions and search strategies, and delineating the characteristics of included studies or meta-analyses (Richardson et al., 1995 ). In response to the observed deficiencies in reporting standards within meta-analyses, an international consortium introduced the Quality of Reporting of Meta-Analyses (QUOROM) statement in 1996, primarily to enhance the reporting quality of meta-analyses involving randomised controlled trials (Moher et al., 1999 ). Subsequently, Moher et al. ( 2009 ) updated these guidelines, which are now known as the PRISMA guidelines, and incorporated various conceptual and methodological advances in systematic reviews and meta-analyses. Additionally, Shea et al. ( 2007 ) introduced the Assessment of Multiple Systematic Reviews (AMSTAR) checklist to evaluate methodological quality and guide the conduct of systematic reviews, while Grant and Booth ( 2009 ) developed the search, appraisal, synthesis, and analysis (SALSA) framework to analyse and characterise review types. Most recently, Page et al. ( 2021 ) updated the PRISMA guidelines, providing updated reporting standards that reflect advances in methods for identifying, selecting, appraising, and synthesising studies, with the aim of promoting more transparent, complete, and accurate reporting of systematic reviews and meta-analyses. An extension of PRISMA guidelines for scoping reviews, known as PRISMA-ScR, aids readers in understanding relevant terminology, core concepts, and key items for reporting scoping reviews (Tricco et al., 2018 ). Despite the value of these efforts, further studies are warranted, particularly comprehensive guidelines for each type of review studies.

2.3 Literature reviews in mathematics education

The preceding section delineates various types of review studies, underscoring their key methodological attributes. Within the realm of mathematics education, akin to other disciplines, literature review studies, particularly systematic reviews, and meta-analyses, received considerable attention (Cevikbas et al., 2022 ; Cevikbas & Kaiser, 2023 ; Kaiser & Schukajlow, 2024 ). However, the understanding of the prevailing characteristics of review studies in mathematics education, including prevalent review types, trends, gaps, and avenues for future improvement, remains limited.

Meta-reviews can offer a promising avenue for pinpointing research gaps, evaluating evidence quality, and informing policy and intervention strategies and guiding evidence-based decision-making processes by synthesizing findings from multiple review studies (Schryen & Sperling, 2023 ). In addition to meta-reviews, the bibliometric analyses serve to ascertain the scope of prior research, discern contemporary review trends, identify literature gaps, and propose future research agendas (Chigbu et al., 2023 ). While meta-reviews provide a comprehensive assessment of the literature, bibliometric analyses aid in systematically screening literature on a specific subject, topic, or research discipline by quantitatively measuring various indicators such as authors, citations, journals, countries, and years of publication. These methodological approaches hold promise for instituting a systematic, transparent, and reproducible review process, thereby augmenting the overall quality of reviews in mathematics education. Bibliometric techniques serve as valuable tools in literature reviews, guiding researchers by pinpointing influential works and impartially mapping the research landscape prior to in-depth exploration (Zupic & Cater, 2015 ).

Despite their significance, meta-reviews and bibliometric analyses remain seldom within the domain of mathematics education, signifying a substantial gap in the literature. Our comprehensive literature review underscores an urgent need for meta-review studies encompassing literature review studies in the realm of mathematics education. Additionally, while no bibliometric analysis study specifically focusing on review studies in mathematics education was identified, several bibliometric studies in mathematics education on various topics were noted, such as mathematics anxiety (Radevic & Milovanovic, 2023 ), problem-solving (Suseelan et al., 2022 ), and teacher noticing (Wei et al., 2023 ).

Overall, there exists a compelling need for meta-reviews enriched by bibliometric analyses to explore the current state of literature review research in mathematics education, and the current study aims to address this gap in a timely manner.

3 Methodology

3.1 literature search and manuscript selection process.

In this study, following the latest PRISMA guidelines (Page et al., 2021 ), we aimed to conduct a systematic review of previous review studies in mathematics education. Specifically, we employed the meta-review (umbrella review) method supplemented by bibliometric analyses. We processed the manuscript selection under three stages: identification, screening, and included.

3.1.1 Identification

On 10 January 2024 (last access), we conducted an extensive literature search using the WoS electronic database, which includes publications in high-ranking peer-reviewed journals and is widely acknowledged as a primary source of review and bibliometric data that meet high quality standards (Korom, 2019 ). WoS facilitates effective literature searches, supports various information purposes, and aids research topic mapping, trend monitoring as well as scholarly activity analysis (Birkle et al., 2020 ).

To comprehensively identify potentially relevant review studies in mathematics education, we developed an inclusive search query targeting specific terms in the titles, abstracts, and keywords of papers. The query comprised terms that we extracted from the typologies of literature reviews described in Chap. 2, particularly the more general, commonly used types of reviews:

( TOPIC ) ((literature review*OR literature survey* OR systematic review* OR rapid review* OR scoping review* OR critical review* OR meta-analysis OR narrative review* OR umbrella review* OR meta review* OR meta-review OR bibliometric review OR bibliometric analysis OR mapping review OR mixed-methods review OR integrative review OR interpretative review OR iterative review OR meta-synthesis OR descriptive review OR theoretical review OR realist review OR selective review OR algorithmic review OR computational review)) AND ( TOPIC ) ((math* OR geometry OR algebra OR calculus OR probability OR statistics OR arithmetic).

Based on these search strings, we conducted an online search that initially yielded 63,462 records.

3.1.2 Screening

In this stage, we applied data cleaning filters based on the manuscript inclusion and exclusion criteria (see Table  2 ). First, we electronically filtered the identified records based on language, resulting in the retention of 61,787 papers published in English. Subsequently, we narrowed down the selection to 10,098 papers using the following five categories of research areas within the WoS: ‘education/educational research, psychology, social sciences other topics, mathematics, or science technology other topics’. Following this categorisation, we further refined the dataset by excluding non-review papers and accessing 3,344 records within the ‘review article’ and ‘early access’ categories of the WoS database. We categorised records lacking a final publication date that had undergone peer review and acceptance as ‘early access’. Notably, to comprehensively capture publication trends, we imposed no restrictions on the publication years of the studies. In the subsequent phase, a meticulous manual screening of the titles, abstracts, and keywords of 3,344 papers led to the identification of 357 studies in mathematics education.

3.1.3 Included

Ultimately, after an extensive review of the full-text versions of initially identified 357 papers, 259 eligible review articles remained for analysis as these papers fulfilled our criteria comprehensively (see the Appendix for the list of included studies; see Fig.  1 for the flow diagram of the entire manuscript selection process). Subsequently, as detailed below, the data analysis process commenced with the inclusion of these eligible review papers in mathematics education.

Flow diagram of the manuscript selection process

3.2 Data analysis

After incorporating 259 studies into this meta-review and bibliometric analysis, we compiled the identified records into a marked list on WoS. Subsequently, we exported the records into Excel, EndNote, and plain text file formats for analysis. The analysis consisted of content analysis and bibliometric analysis (see Fig.  2 , adapted from Wei et al., 2023 ).

For the content analysis, we meticulously organised the records using EndNote reference management software and Excel worksheets. We scrutinised the full-text versions of all included articles, coding them based on (1) publication year, (2) publisher, (3) review type, (4) number of included studies (sample size), (5) guidelines and protocols for the article selection process, and (6) the theoretical and conceptual framework of the studies.

Our coding manual, informed by prior studies (Cevikbas et al., 2022 , 2024 ), guided this process (see appendix for a sample of the coding manual). After completing the content analysis coding procedure, 20% of the papers ( n  = 52) were double-coded based on the initial coding protocol. The intercoder reliability, gauged at 0.92, signifies the presence of a coding system that exhibits satisfactory reliability (Creswell, 2013 ). Any discrepancies were addressed through discussions among the coders until consensus was reached.

For the bibliometric analysis, we employed VOSviewer software (version 1.6.20), which is widely recognised and extensively used in various fields, including the educational sciences (van Eck & Waltman, 2010 ). Chigbu et al. ( 2023 ) pointed out that the WoS database plays a pivotal role in facilitating bibliometric analyses across various disciplines. These analyses help establish trends in the development and application of knowledge within specific subjects and disciplines.

In our study, the bibliometric network presented in the results chapter consists of nodes and edges, with nodes representing entities such as publications, journals, researchers, or keywords. Edges denote relationships between pairs of nodes, indicating not only the presence or absence of connections but also conveying the intensity or strength of relationships (van Eck & Waltman, 2010 ). For distance-based approaches, the positioning of nodes in a bibliometric network reflects their approximate relatedness based on proximity.

Utilising VOSviewer software, we conducted (1) co-authorship analysis (authors and countries) to elucidate collaboration patterns and contributions, (2) co-occurrence analysis (focusing Author Keywords) to scrutinise knowledge structures and the distribution and development of key research topics in mathematics education, and (3) citation analysis to delve deeper into research influences and citation networks, drawing insights from the documents and sources.

This multifaceted approach allowed us to gain a comprehensive understanding of the bibliometric landscape and unravel collaborative structures, thematic foci, and the influence of key works on mathematics education.

Analytical process for this study

In this chapter, we present the key results of the meta-review and bibliometric analyses divided into two main categories: an overview of the review studies in mathematics education based on the content analysis, addressing RQ1, and the results of the bibliometric analysis, addressing RQ2 – RQ5.

4.1 Overview of review studies in mathematics education (RQ1)

To discern the research trends and essential attributes of review studies in mathematics education, we conducted a content analysis within our meta-review to examine the 259 included review studies. Our analysis encompassed publication years, publishers, review types, guidelines, protocols used, sample sizes, and the theoretical and conceptual frameworks employed in these review studies. A general overview of the included studies is presented in Table  3 .

Our literature search with no restriction on the publication years yielded review studies published between 1996 and 2023, with a notable increase within the last five years (2019–2023, see Fig.  3 ).

Distribution of publications from 1996 to 2023

The analysis showed that the Springer Group is the primary publisher of review articles in mathematics education, followed by Taylor & Francis, Elsevier, Sage, Frontiers, Wiley, MDPI, and the American Psychological Association (APA) (see Table  4 ). Other publishers published the remaining review articles ( n  = 43). This result may be attributed to the predominance of mathematics education journals published by Springer within the WoS database.

To explore the prevailing types of review studies in mathematics education, we scrutinised the review methodologies of the included studies, considering the review types presented earlier in Table  1 . The findings revealed that researchers conducted (according to their own classification) 10 different types of reviews in mathematics education as outlined in Fig.  4 .

Types of review studies Note: *systematic reviews and meta-analyses ( n  = 6), systematic reviews and bibliometric analyses ( n  = 3), meta-analyses and narrative reviews ( n  = 2), and meta-analysis and critical review ( n  = 1)

Our analysis did not yield further review types in mathematics education. Time-related analysis showed that recent studies were systematic reviews, meta-analyses, literature reviews, and scoping reviews, whereas early examples of review studies in mathematics education were primarily narrative or critical reviews or were not explicitly classified according to review type by their authors. Figure  4 shows that some researchers ( n  = 18) described their studies as literature reviews using Grant and Booth’s ( 2009 ) generic term, without providing further details about the type of review.

To comprehend the methodologies employed by researchers to conduct reviews and select eligible studies, we conducted an analysis of the guidelines and protocols the researchers used. The findings revealed that the PRISMA guidelines were the most frequently employed ( n  = 121), aligning with the distribution of review types—PRISMA guidelines are basically recommended for systematic reviews and meta-analyses (Page et al., 2021 ). For scoping reviews, the guidelines developed by Arksey and O’Malley ( 2005 ) were the most prevalent and were used in seven studies. In six instances, researchers applied various guidelines (e.g. PICO or SALSA guidelines) sourced from the literature. Almost half of the studies ( n  = 125) did not specify the use of guidelines for conducting literature searches and selecting eligible studies. Additionally, three studies aimed to provide protocols for conducting review studies. Furthermore, seven studies were preregistered as review studies, following the Open Science Framework (OSF) and/or the International Prospective Register of Systematic Reviews (PROSPERO) protocol.

A prevalent discourse among researchers in review studies revolved around determining the most suitable number of studies to include in reviews. Our results revealed that the sample sizes of the included studies (i.e. the number of primary studies) in the field of mathematics education ranged from 8 to 3,485. Unfortunately, this information was not reported in 19 review articles. In the remaining 240 review articles, the average was 99 included studies, with an overall total of 23,761. Most of the studies ( n  = 202) had sample sizes of less than 100, with an average of 34 (see Table  5 ). Although we harboured concerns that the review studies identified in this investigation might not have been aptly named and conceptualised by their authors, we deliberately refrained from addressing this issue because it fell outside the scope of our study. While including a substantial number of studies is common and potentially suitable for bibliometric analyses and meta-analyses, conducting a systematic review, scoping review, or narrative review that critically analyses exceptionally high volumes of studies may pose challenges. In this meta-review, for example, we observed that five articles included more than 1,000 studies in the review process. Two studies, enriched by bibliometric analysis, took this approach, while another study was identified by the authors as a scoping review with a sample size of 2,433. Additionally, two studies were labelled as systematic reviews with sample sizes of 1,968, and 3,485, respectively.

Finally, we conducted a content analysis to scrutinise the theoretical and conceptual frameworks underpinning the included review studies in mathematics education. The findings revealed that out of 259 review studies, only 61 incorporated any theoretical or conceptual framework. Notably, a subset of studies ( n  = 14) was based on technology-related conceptual frameworks, such as Technological Pedagogical Content Knowledge (TPACK), frameworks pertaining to augmented and virtual reality, embodied design, artificial intelligence, big data, and the European Framework for the Digital Competence for Educators (DigCompEdu). Another prevalent category ( n  = 10) relied on frameworks related to the knowledge and competence of individuals (e.g. teachers and/or students), encompassing models such as the competence as continuum framework, TPACK, the didactic-mathematical knowledge and competencies model, mathematical content knowledge, pedagogical content knowledge, mathematical knowledge for teaching, teacher noticing competence, and an integrative model for the study of developmental competencies in minority children. Bronfenbrenner’s ecological theories (e.g. ecological theory of human development, bioecological model of human development, ecological systems theory, and ecological dynamics—a blend of dynamic-systems theory and ecological psychology) were employed by researchers in five review studies in mathematics education. In a limited subset of the studies, social and cultural theories (e.g. sociocultural theory, social learning theory, and cultural activity theory ( n  = 3)), cognitive theories (e.g. cognitive developmental theory ( n  = 2)), affective theories (e.g. self-determination theory and expectancy-value theory ( n  = 2)), linguistic theories ( n  = 2), and constructivist theories ( n  = 2) were used as frameworks. Additionally, researchers used conceptual frameworks concerning computational thinking ( n  = 2) and engagement ( n  = 3) alongside a few less frequently reported frameworks.

4.2 Results of the bibliometric analysis (RQ2–RQ5)

To identify productive and most cited authors, important journals, and countries of origin of the authors, along with the underlying research collaborations between researchers and countries, as well as research trends and key topics of review studies in mathematics education, we conducted a bibliometric analysis based on co-authorship, co-occurrence, and citations.

4.2.1 Co-authorship analysis

We conducted a co-authorship analysis according to authors and countries within the units of analysis.

Co-authorship and author analysis

The bibliometric analysis, using VOSviewer, revealed that 761 authors contributed to mathematics education, each of whom conducted at least one review study. The review papers were predominantly authored through collaboration, with most being written by two authors (30,2%), followed by three authors (20,2%), four authors (19,4%), a single author (10,1%), five authors (8,9%), six authors (6,2%), seven authors (3,5%), eight authors (1,6%), and nine authors (0,4%). These results showed that researchers primarily collaborate with their colleagues in conducting review studies—a practice vital for reducing workload and enhancing the quality of analyses—with the advantage of incorporating the various perspectives of different authors.

Table  6 highlights the top 17 authors who published a minimum of three review papers each. Notably, Lieven Verschaffel is the only scholar present in both lists of prolific and highly cited authors. The researchers listed in Table  7 , except Lieven Verschaffel, contributed to the field with a single review study. Consequently, while these researchers rank among most cited authors, the low total link strength (TLS) values indicate their limited collaboration with other scholars. The TLS was automatically calculated by VOSviewer and represents the overall intensity of co-authorship connections between a particular researcher and others. According to the co-authorship analysis, it is also noteworthy that many of the highly cited authors’ review studies typically date back over ten years, which is expected as citations tend to accumulate gradually over time. The results from the detailed citation analyses provided in Sect. 4.2.3.

Upon examining the research domains of prolific and highly cited authors, we found a diverse range of topics spanning mathematics education, psychology, educational psychology, special education, and neuroscience. This diversity highlights the interdisciplinary nature of research in mathematics education, with contributions to the literature review studies from psychologists and special education and neuroscience scholars alongside mathematics educators.

Figure  5 shows a co-authorship network map for the authors of the included review studies based on the TLS. We set the minimum number of documents for an author as one, which encompassed 761 authors who contributed to review papers in mathematics education. This bibliometric co-authorship analysis yielded 51 clusters, each containing a minimum of five items (researchers). The prominent co-authorship clusters included a green cluster (led by Lieven Verschaffel), a blue cluster (led by Gabriele Kaiser and Mustafa Cevikbas), a red cluster (led by Nelson Gena), and a yellow cluster (led by Diane P. Bryant). Nelson Gena had the highest number of collaboration links, with a TLS of 26, followed by Lieven Verschaffel (TLS = 22), Gabriele Kaiser (TLS = 16), Soyoung Park (TLS = 16), Tassia Bradford (TLS = 13), Diane P. Bryant (TLS = 12), Johannes König (TLS = 12), Mikyung Shin (TLS = 12), Min Wook Ok (TLS = 12), Bert de Smedt (TLS = 10), Fred Spooner (TLS = 10), Jihyun Lee (TLS = 10), Mustafa Cevikbas (TLS = 10), Rosella Santagata (TLS = 10), Sarah R. Powell (TLS = 10), and Thorsten Scheiner (TLS = 10).

Co-authorship and author networks

Co-authorship and country analysis

We conducted a co-authorship–country analysis, setting the minimum number of documents for a country as one, and identified 50 countries. This selection resulted in five clusters, each containing a minimum of five items (countries).

The most prominent cluster was the green cluster, encompassing eight countries from various global regions: the United States (US; TLS = 30), Germany (TLS = 23), Australia (TLS = 21), China (TLS = 11), South Korea (TLS = 6), Sweden (TLS = 4), New Zealand (TLS = 2), and Jordan (TLS = 1). The US dominated research collaborations both within this cluster and overall.

The red cluster included nine countries, predominantly Nordic and European countries: Norway (TLS = 13), Finland (TLS = 7), Belgium (TLS = 6), the Netherlands (TLS = 6), Lithuania (TLS = 1), Portugal (TLS = 1), Luxembourg (TLS = 1), Scotland (TLS = 1), and Israel (TLS = 1).

The yellow cluster contained seven countries: Canada (TLS = 7), Malaysia (TLS = 7), Denmark (TLS = 3), Libya (TLS = 2), Singapore (TLS = 2), Indonesia (TLS = 1), and the United Arab Emirates (TLS = 1).

The blue cluster primarily highlighted European collaborations and included seven countries: England (TLS = 22), Switzerland (TLS = 4), Italy (TLS = 3), France (TLS = 3), Greece (TLS = 1), Chile (TLS = 1), and Saudi Arabia (TLS = 1).

Lastly, the purple cluster represented a network of predominantly South and North American countries featuring, among others, Brazil (TLS = 6), Ireland (TLS = 5), Mexico (TLS = 4), Ecuador (TLS = 2), and Cuba (TLS = 2)(See Fig. 6 ).

Co-authorship and country networks

4.2.2 Co-occurrence analysis

To explore the research hotspots within mathematics education, we ran a keyword co-occurrence analysis using Author Keywords.

Co-occurrence analysis based on author keywords

The author keyword co-occurrence analysis indicated that our repository contained 691 keywords (see Fig.  7 , left side), of which 23 met the minimum occurrence threshold of five occurrences ( n  = 5) (see Fig.  7 , right side). In the figure, the size of a node corresponds to the frequency of a keyword co-selected in review studies in mathematics education. The distance between any two keywords reflects their relative strength and topic similarity. Nodes within the same colour cluster indicate similar topics among these publications.

The red cluster comprises 11 closely related items, including ‘mathematics, meta-analysis, mathematics achievement, intervention, scoping review, bibliometric analysis, review, technology, learning disabilities, children, and math anxiety’. The green cluster emerges as the second prominent cluster, featuring 8 interrelated items such as ‘mathematics education, systematic review, systematic literature review, literature review, teacher education, education, teaching, and flipped classroom’. Lastly, the blue cluster consists of 4 items, namely ‘math, science, early childhood, and identity’.

Co-occurrence analysis of author keywords

Notably, the most frequently cited author keyword was ‘mathematics education’ ( n  = 55), followed by ‘systematic review’ ( n  = 44), ‘mathematics’ ( n  = 41), ‘meta-analysis’ ( n  = 34), ‘systematic literature review’ ( n  = 14), ‘literature review’ ( n  = 11), ‘teacher education’ ( n  = 9), ‘mathematics achievement’ ( n  = 8), ‘intervention’ ( n  = 6), ‘education’ ( n  = 6), ‘teaching’ ( n  = 6), ‘science’ ( n  = 6), ‘scoping review’ ( n  = 5), ‘bibliometric analysis’ ( n  = 5), ‘review’ ( n  = 5), ‘math’ ( n  = 5), ‘technology’ ( n  = 5), ‘flipped classroom’ ( n  = 5), ‘early childhood’ ( n  = 5), ‘children’ ( n  = 5), ‘identity’ ( n  = 5), ‘learning disabilities’ ( n  = 5), and ‘math anxiety’ ( n  = 6).

The keywords chosen by the authors highlighted the focus areas of reviews in mathematics education, emphasising themes such as mathematics achievement, teacher education, interventions, technology, and technology-enhanced approaches (e.g. flipped classrooms), special education, and early childhood education. Furthermore, the author keywords reflected the prevalent review types in mathematics education, specifically systematic reviews and meta-analyses. Additionally, they highlighted the interdisciplinary nature of reviews in mathematics education, encompassing both mathematics education and science education.

Furthermore, we conducted distinct author keyword co-occurrence analyses for review studies published within the periods of 2019 to 2023 and those preceding 2019, aiming to discern temporal trends in author keywords, particularly in recent years. The analysis yielded 606 keywords for the 2019–2023 period and 144 keywords for the period before 2019 (see Table  8 for the most popular 15 author keywords). A noteworthy disparity in prevalent keywords was observed between the two temporal segments. While predominant keyword regarding the review types prior to 2019 was meta-analysis, followed by literature review and systematic review, over the past five years, additional keywords such as scoping review and bibliometric analysis emerged, signalling an augmentation in the diversity of review types and methodologies. The findings indicated a notable increase in the popularity of systematic reviews over the past five years.

4.2.3 Citation analysis

To explore the most cited publications and journals in mathematics education, we conducted a citation analysis based on the units of analysis in documents and sources.

Citation and document analysis

The analysis of the 259 review papers in mathematics education included in this study indicated that they received a total of 7,050 citations between 1996 and 2023, averaging 251.79 citations per year and 27.22 citations per paper. Notably, 67% of these citations were received in the last five years (2019–2023).

The threshold for the minimum number of citations of documents was set at one, which 221 review studies out of 259 met. Figure  8 visualises the network between these review papers with the largest citation links and Table  9 shows the most cited documents. Not all the studies listed in Table  9 are among the top 10 studies with the highest TLS. Among them, only Gersten et al. ( 2009 ), Cheung and Slavin ( 2008 ), and Slavin and Lake ( 2008 ) are within the top 10 review studies in mathematics education with the highest TLS. While highly cited documents are influential in terms of direct references, the TLS metric provides additional insights into the collaborative relationships and connections between researchers and their work, which may not always correlate perfectly with citation counts as seen in our findings.

Our results showed that the largest number of citation links were for meta-analyses and systematic review studies. The most prominent review type among the most cited studies listed in Table  9 is meta-analysis ( n  = 6), followed by literature review ( n  = 2), systematic review ( n  = 1), and narrative review ( n  = 1). This result indicates the potential of meta-analysis studies in terms of citation performance. Most of these review studies were primarily published in high-ranking educational review journals ( n  = 6). Other review papers published in teacher education ( n  = 2), psychology ( n  = 1), and behavioural science and neuroscience journals ( n  = 1). These ten most cited review articles were all published in SSCI journals over a decade ago. Regarding research topics in the most cited papers, the dominant topics were mathematics achievement, content knowledge, working memory, learning disabilities, and educational technologies.

Specifically, we analysed the citation trends of the most cited 10 review papers over time and separately for the first five years after publication and the past five years (2019–2023). The results indicate a significant increase in the citations review studies have received in the last five years. We found that eight out of the ten most cited papers received more citations in the past five years (2019–2023) than in the first five years after their publication. The analysis revealed that the average annual citations for each paper ranged from 7 to 30. While the majority of these review studies ( n  = 8) received the least citations in the year of their publication, they received the most citations on average approximately 12 years after publication. This indicates that the peak citation period for review articles in mathematics education extends beyond the first decade following their publication.

Additionally, we investigated the ‘Enriched Cited References’ feature, which provides insight into why an author cited a particular reference; this beta enhancement is only available in selected journals (Clarivate, 2024 ). These references are presented to aid readers in quickly assessing sections of a review paper, allowing them to identify the most closely related or impactful references and infer their purpose. Articles containing enriched cited references are marked with the following labels (Clarivate, 2024 ):

Previously published research that contextualizes the current study within an academic domain.

References that supply the datasets, methodologies, concepts, and ideas directly utilized by the author or upon which the author’s work relies.

References introduced because the current study engages in a more thorough discussion.

References cited by the current study as yielding similar results. This may encompass methodological similarities or, in certain instances, replication of findings.

References noted by the current study as presenting contrasting results. This may also involve disparities in methodology or sample differences, influencing the outcomes.

The results, displayed in Table  10 , pertain to the classification of references based on the Enriched Cited References analysis conducted automatically by WoS. These results suggest that the most cited review studies in mathematics education were predominantly utilized by researchers to establish the background for their own research. Furthermore, these reviews also frequently employed to shape the discussion within the papers. In addition, some researchers utilize the mentioned most cited review studies to establish a conceptual, theoretical, or methodological basis. While the limited number of the studies cited these reviews to support their findings, they were not used to present opposing evidence. This suggests a reliance on existing literature review studies to inform, validate, or potentially challenge new research within the field.

Citation and source analysis

We conducted a citation source analysis and present the citation network map for the journals in Fig.  9 , listing the top 15 journals in Table  11 based on the citation and TLS metrics to represent the frequency of citations between articles in any two journals. The threshold for the minimum number of documents citing a source was one, and 103 records met the minimum number of citations of a source, also set at one. The network map shown in Fig.  9 indicates prominent clusters. The red cluster included 23 items (mostly special education, educational psychology, and educational review journals). The blue cluster included 16 items (predominantly educational psychology, educational technology, and educational review journals). The green cluster comprised 17 items (including mathematics and mathematics education journals, educational technology journals, and educational psychology journals).

The number of articles and the distribution of journals across various research fields were as follows: 25 educational sciences journals (43 papers), 20 psychology and educational psychology journals (41 papers), 15 special education journals (32 papers), 12 mathematics education journals (52 papers), 10 educational review journals (41 papers), 9 educational technology journals (28 papers), 3 mathematics journals (14 papers), and 9 other journals (8 articles).

Our findings indicate that ZDM– Mathematics Education ( n  = 16) has, so far, published the most review studies focusing on mathematics education, which is not unexpected due to the origin of the journal as a review journal publishing only special issues, for which a review article is compulsory in each issue. This was followed by Frontiers in Psychology ( n  = 14), Educational Research Review ( n  = 13), and Mathematics ( n  = 10) (see Table  11 for the top 15 journals).

The results highlighted that the most frequently cited papers were often published in specific educational review journals (e.g. Review of Educational Research , Educational Research Review , and Educational Psychology Review ), psychology and educational psychology journals (e.g. Frontiers in Psychology , Educational Psychology Review , European Journal of Cognitive Psychology , and Psychological Bulletin ), special education journals (e.g. Exceptional Children , Learning Disabilities Research & Practice , Learning Disability Quarterly , and Remedial and Special Educati on), educational technology journals (e.g. Computers & Education , Journal of Computer Assisted Learning , and Education and Information Technologies ), and mathematics and mathematics education journals (e.g. ZDM– Mathematics Education , Educational Studies in Mathematics , and Mathematics ).

Although the most visible mathematics education journals in citation network map were ZDM– Mathematics Education and Educational Studies in Mathematics (see Fig.  9 ), as mentioned earlier, twelve mathematics education journals provided platforms for review studies. These were ZDM– Mathematics Education ( n  = 16), Educational Studies in Mathematics ( n  = 5), International Journal of Science and Mathematics Education ( n  = 5), International Journal of Mathematical Education in Science and Technology ( n  = 5), International Electronic Journal of Mathematics Education ( n  = 3), Mathematics Education Research Journal ( n  = 3), International Journal for Technology in Mathematics Education ( n  = 3), International Journal of Education in Mathematics, Science and Technology ( n  = 3), Journal for Research in Mathematics Education ( n  = 2), Canadian Journal of Science, Mathematics and Technology Education ( n  = 1), Journal für Mathematik-Didaktik ( n  = 1), and Research in Mathematics Education ( n  = 1).

5 Discussion, conclusions, and limitations

In this study, we conducted a meta-review of literature review studies in mathematics education, enriched by a comprehensive bibliometric analysis. This paper significantly contributes to scholarly discourse by unravelling nuanced research trends, the most common review methodologies, and prevalent theoretical approaches in review studies in mathematics education. Based on content and bibliometric analysis, it delves into the research foci, providing an understanding of the relevant academic landscape. Additionally, it illuminates intricate connections among researchers, countries, and journals, elucidating collaborative networks in mathematics education research.

5.1 Insights from the meta-review and implications

The findings revealed a significant increase in the number of literature reviews in mathematics education, particularly in the past five years; 79% of the reviews we examined were published during this period. Multiple factors may have contributed to this surge, including researchers’ increased publication output during the pandemic (Cevikbas & Kaiser, 2023 ; Nane et al., 2023 ), challenges in collecting empirical data during the pandemic crisis (Uleanya & Yu, 2023 ), the relatively high citation rates associated with literature review studies, the growing prestige of educational review journals based on their increased impact factors (Miranda & Garcia-Carpintero, 2018 ), and the publication of review-oriented special issues in mathematics education journals.

Our findings revealed a prevalence of systematic reviews and meta-analyses; however, researchers also conducted diverse types of reviews, including scoping reviews, critical reviews, narrative reviews, theoretical reviews, and tutorial reviews. This methodological diversity is important as the advantages of one method can potentially overcome the disadvantages of another and combining different approaches can mitigate disadvantages (Taherdoost, 2023 ). Furthermore, our study revealed that rapid reviews, meta-reviews, umbrella reviews, mapping reviews, mixed-methods reviews, integrative reviews, interpretative reviews, iterative reviews, meta-syntheses, descriptive reviews, realist reviews, selective reviews, algorithmic reviews, and computational reviews indexed in WoS were not represented in mathematics education. The well-established PRISMA guidelines offer a defined framework for systematic reviews and meta-analyses to assist researchers in conducting reviews while adhering to quality and transparency criteria (Moher et al., 2009 ; Page et al., 2021 ). This adherence may have encouraged researchers to undertake such reviews, and future advancements in the development of specific guidelines and methodologies for each review type may further motivate researchers to conduct other types of reviews in mathematics education more frequently.

There were nuanced overlaps between the review types, leading to ambiguous distinctions. For instance, the structural similarity between systematic reviews and scoping reviews has led to misunderstandings. Munn et al. ( 2018 ) confirm inconsistency and confusion regarding the differentiation between scoping reviews and systematic reviews and offered guidelines for this decision-making process: a systematic review is preferable when addressing specific questions regarding the feasibility, appropriateness, significance, or efficacy of a specific treatment or practice. However, if the authors intend to demarcate the research field and explore its potential size and scope, a scoping review is more appropriate. Grant and Booth ( 2009 ) and Munn et al. ( 2018 ) clarified that a scoping review is preparation for a systematic literature review, not a deep study for a systematic literature review. The diverse taxonomies proposed by researchers have contributed to this complexity, with some employing various terms for similar review characteristics, and others applying the same terms to studies with distinct review attributes. Consequently, a consensus regarding the categorisation of review studies, both in a broad context and specifically in mathematics education, remains elusive. We also observed instances of researchers labelling their reviews inaccurately. However, we refrained from judging the appropriateness of these terminologies as they fall outside the scope of our study and may be difficult to justify due to the ambiguity of the current typologies. Borges Migliavaca et al. ( 2020 ) expressed a similar concern, highlighting substantial disparities in review studies concerning their conceptualisation, conduct, reporting, risk of bias assessment, and data synthesis. They called for the evidence synthesis community to promptly develop guidance and reporting standards for review studies. Future researchers could potentially examine inconsistencies in the conducting of review studies and their categorisation in mathematics education. In this study, we distilled the various existing types of review studies to provide clear explanations of the main review types and to help researchers and readers understand the key characteristics of various review studies (see Chap. 2).

An additional noteworthy consideration pertains to the sample sizes of review studies. A prevalent discourse considers the appropriate number of studies to be included in a review, but establishing such a minimum or maximum number may be challenging and not appropriate because this depends on various contextual factors, such as the research area, topic, inclusion/exclusion criteria, and applied protocols. For example, in technical terms, a systematic review can be conducted with as few as two studies or as many as a thousand. A review study with a small sample (e.g. two or three studies) may be due to the literature search methods used or insufficient number of existing studies in a particular field, suggesting a limited demand for such a review. As previously noted, the primary function of review studies is to inform readers in the relevant field about published studies to address the challenge posed by an increasing number of studies and to identify trends and research gaps (Fusar-Poli & Radua, 2018 ). Conversely, although it is technically feasible to include a substantial number of studies in a review (e.g. 1,000 or 2,000), conducting a comprehensive analysis (e.g. content analysis) of such a large dataset can present major time, cost, storage, memory, bias, and security challenges (Cohen et al., 2015 ). Nevertheless, the findings of our study provide insight into this issue. Notably, the sample size of the studies we analysed varied from 8 to 3,485, with an average of 99. Notably, most of these studies (78%) had sample sizes of less than 100, with an average of 34. Although this observation does not serve as a prescriptive recommendation, it offers valuable insights into the typical sample sizes with which mathematics education researchers have tended to work in the past.

Furthermore, as evidenced by our findings, literature reviews may serve various purposes, such as assessing the use of theoretical models or conceptual and methodological approaches, or advancing new theories, concepts, or research models through critical appraisal of previous research within a specific subject area (Cooper, 1988 ). However, our findings also indicate that it is not common in practice to use or develop a theoretical or conceptual framework in mathematics education review studies. Only 24% of the reviewed studies explicitly reported employing a specific framework, and very few sought to formulate a framework based on the literature under scrutiny. The results highlighted the researchers’ interest in frameworks related to technology, knowledge, and competence models. A few studies incorporated grand theories, such as constructivism, sociocultural theory, and cognitive development theory.

It is remarkable that despite focusing on mathematics education, there is a notable scarcity of review studies employing content-specific frameworks in mathematics education, such as those centred on problem-solving, reasoning, and mathematical thinking. Only a minority of the studies used frameworks related to mathematical modelling and mathematical content knowledge. This observation may reflect a gap in the literature, suggesting a need for greater integration of domain-specific frameworks into review studies in mathematics education to enhance the depth and specificity of the studies. Moreover, this trend prompts a critical examination of potential underlying factors. One plausible explanation lies in the interdisciplinary nature of review studies in mathematics education, which draws contributions from diverse fields including psychology, educational technology, special education, and neuroscience. The diverse disciplinary backgrounds of the researchers may influence their preferences for frameworks that are not necessarily specific to mathematics education but rather draw from broader fields.

5.2 Insights from the bibliometric analyses and implications

The bibliometric analysis revealed contributions to mathematics education, with 761 authors from 50 countries conducting review studies. In future studies, researchers may consider conducting detailed analyses of how these initiatives have influenced the landscape of mathematics education, examining their specific impacts on various subfields, and assessing their overall influence.

Our findings reveal a notable participation in literature review studies within mathematics education by scholars from diverse backgrounds, including educational psychologists, mathematics educators, and specialists in special education and neuroscience. This multidisciplinary engagement underscores the broader interest of researchers beyond the field of mathematics education. Notably, co-authorship connections within US institutions were the most extensive. The leading countries that published review studies included the US, Germany, China, Australia, and England. A robust network emerged among researchers in North America, Europe, Asia, and Australia, emphasising collaboration opportunities that warrant exploration by African and South American researchers.

Systematic reviews and meta-analyses stood out as the predominant review types in mathematics education, both in terms of the number of publications and citation counts. Systematic reviews offer rigorous and comprehensive syntheses of existing literature on specific research questions, providing valuable insights, identifying gaps in knowledge, and informing evidence-based decision-making in various fields. Moreover, meta-analyses enhance statistical power, resolve conflicting findings, and offer more precise estimates of effect sizes by combining data from various sources. However, there is a discernible need to diversify the types of reviews conducted in mathematics education.

The findings underscore a significant surge in both the quantity of review studies and their citation counts within mathematics education especially over the recent five-year period (2019–2023). This trend suggests a prevalent practice among authors to draw upon previously published reviews to contextualize their own studies, frequently engaging in discussions and citing references to corroborate or challenge existing findings. Such reliance on established literature highlights the discipline’s emphasis on leveraging prior knowledge to inform and substantiate new research endeavours.

The most cited review papers were associated with specific educational review journals, educational psychology journals, special education journals, educational technology journals, and mathematics education journals, further highlighting the interdisciplinary nature of impactful research in the field. The results revealed that ZDM– Mathematics Education , Educational Studies in Mathematics , International Journal of Science and Mathematics Education , and International Journal of Mathematical Education in Science and Technology were the key mathematics education journals committed to publishing review studies. The performance of these journals, particularly in recent years, reflects the escalating significance of review studies in mathematics education. Nevertheless, the limited visibility of some mathematics education journals in publishing review studies could be attributed, among other factors, to their restricted representation in the WoS database or to the overall small number of studies published yearly in particular mathematics education journals.

Prominent research topics in mathematics education review studies are digital technologies, technology-enhanced approaches (e.g. flipped classrooms), teacher education, mathematics achievement, early childhood education, and learning disabilities. Recent technological advances, including artificial intelligence and augmented/virtual reality, may soon attract mathematics education researchers’ attention to emerging technologies (Cevikbas, Bulut et al., 2023 ; Cevikbas, Greefrath et al., 2023 ). In addition to technology-enhanced mathematics education and special education, researchers have also explored the cognitive and affective aspects of learning and teaching mathematics.

In short, the absence of high-quality research syntheses may impede theoretical and conceptual advances within mathematics education (Webster & Watson, 2002 ). Therefore, future researchers may endeavour to develop discipline-specific standards and guidelines for conducting various types of review studies in mathematics education. Moreover, they could focus on expanding the content of mathematics education journals to accommodate a greater number of review studies. The scientific influence of review journals may also provide an opportunity to establish a dedicated review journal with a pronounced focus on mathematics education.

5.3 Limitations and conclusion

Finally, we want to point out that in this comprehensive meta-review, enriched by bibliometric analysis, we meticulously compiled and scrutinised the largest dataset of reviews in mathematics education available within the WoS database. Although this was a substantial sample ( n  = 259) that was reasonably representative of published review studies in mathematics education, it is important to acknowledge certain limitations. Our search was confined to WoS, and we specifically focused on review articles published in English. It is worth noting that the characteristics of review studies published in journals, international handbooks, or conference proceedings not indexed in WoS or published in a language other than English could potentially differ from those we examined. In addition, despite studies indexed in WoS theoretically being of high quality, we identified inconsistencies and variability in the review studies we examined, and it is possible that a more extensive search would have yielded different results.

In conclusion, we advocate producing high-quality review papers that adeptly synthesise available knowledge to improve professional practice (Templier & Paré, 2015 ). Such efforts may further advance mathematics education and contribute to the continuous improvement of teaching and learning activities, despite the demanding nature of comprehensive review studies.

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Mustafa Cevikbas

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Gabriele Kaiser

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Cevikbas, M., Kaiser, G. & Schukajlow, S. Trends in mathematics education and insights from a meta-review and bibliometric analysis of review studies. ZDM Mathematics Education (2024). https://doi.org/10.1007/s11858-024-01587-7

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