Self-Directed Learning in Mathematics Education: A Bibliometric Analysis
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Resumo
Self-directed learning (SDL) has become essential in promoting autonomy and critical thinking within mathematics education. Given the increasing emphasis on SDL, a bibliometric analysis is necessary to map the field's development, key themes, and influential contributions. This study utilizes Scopus data from 1981 to 2024, encompassing 32 publications, to identify research trends, geographic distribution, and thematic focuses. The methodology involved advanced tools such as OpenRefine, biblioMagika®, and VOSviewer for data cleaning, harmonization, and visualization. Findings reveal a notable rise in SDL research from the mid2010s onward, with the United States and Indonesia as leading contributors, reflecting supportive policies for learner autonomy. Key themes identified include professional development, self-efficacy, and digital learning, underscoring the interdisciplinary nature of SDL in mathematics education. The study highlights SDL's crucial role in fostering independent learning and suggests further investigation into age-specific impacts, long-term effects, and digital tool integration within SDL. Future research should prioritize cross-disciplinary collaboration to refine SDL practices, enhancing adaptability and self-directed capabilities in mathematics education.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Education in Mathematics, v. 13, n. 3, p. 568-583
- Ano
- 2025 (2025-06-02)
- Idioma
- en
- Palavras-chave
- Independent Study; Mathematics Education; Bibliometrics; Educational Research; Educational Trends; Foreign Countries; Professional Development; Self Efficacy; Electronic Learning; self-directed learning; learner autonomy; self-efficacy; online learning; research trends
- Temas
- Formação de Professores de Matemática, Tecnologias Digitais
- DOI
- 10.46328/ijemst.4770
- ISSN
- 2147-611X
- Licença
- cc-by-nc-sa
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
SUHAIMEE, Nurul Rabiatul Adawiyah et al.. Self-Directed Learning in Mathematics Education: A Bibliometric Analysis. International Journal of Education in Mathematics, v. 13, n. 3, p. 568-583, 2025. DOI: https://doi.org/10.46328/ijemst.4770.
APA
Suhaimee, N. R. A., Zakaria, M. I., Ismail, N. B., Hanid, M. F. A., & Hanafi, N. H. (2025). Self-Directed Learning in Mathematics Education: A Bibliometric Analysis. International Journal of Education in Mathematics, 13(3), 568-583. https://doi.org/10.46328/ijemst.4770
BibTeX
@article{suhaimee2025,
author = {Suhaimee, Nurul Rabiatul Adawiyah and Zakaria, Mohamad Ikram and Ismail, Norulhuda Binti and Hanid, Mohd Fadzil Abdul and Hanafi, Nurul Hazreen},
title = {Self-Directed Learning in Mathematics Education: A Bibliometric Analysis},
year = {2025},
journal = {International Journal of Education in Mathematics},
volume = {13},
number = {3},
pages = {568-583},
doi = {10.46328/ijemst.4770},
language = {en}
}RIS
TY - JOUR AU - Suhaimee, Nurul Rabiatul Adawiyah AU - Zakaria, Mohamad Ikram AU - Ismail, Norulhuda Binti AU - Hanid, Mohd Fadzil Abdul AU - Hanafi, Nurul Hazreen TI - Self-Directed Learning in Mathematics Education: A Bibliometric Analysis PY - 2025 JO - International Journal of Education in Mathematics VL - 13 IS - 3 SP - 568 EP - 583 DO - 10.46328/ijemst.4770 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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