Aminah Ekawati, Tatag Yuli Eko Siswono, Agung Lukito
Collective argumentation in mathematics learning involves the collaborative process of constructing and evaluating arguments, where each student within a group or class works toward consensus on accepting or rejecting specific claims. This bibliometric study explores recent trends and content analyses in collective argumentation within mathematics education research. Using the Scopus database and keywords 'argumentation' and 'collective,' an initial search yielded 655 articles. Applying filters—publication date from January 2013 to August 2024, English language, and final publication status—resulted in 230 articles. Further selection criteria, focusing on 'mathematics' and 'social science' as subject areas with emphasis on mathematics teaching or learning, narrowed the sample to 34 articles for in-depth analysis using Biblioshiny-R and Vosviewer. The bibliometric analysis revealed an increase in publications in 2021, with the journal Educational Studies in Mathematics (Scopus Q1) showing the most extensive article distribution. Predominant research keywords included 'argumentation,' 'collective,' and 'students.' Since 2019, there has been a shift toward classroom-focused studies, with the American continent publishing the highest volume of related work. Conner, from the University of Georgia, emerged as the most cited author, contributing significantly with nine articles covering themes such as argumentation, classroom dynamics, teacher support, mathematics, collective work, and student engagement. A qualitative approach dominated the methodology in 91% of the studies, with the remainder employing mixed methods and quantitative techniques. University students were the primary subjects (23.53%), followed by participants from various educational levels and teachers. Future research is encouraged to explore additional databases and alternative keywords to expand the scope of collective argumentation studies in mathematics education. © 2025, Malque Publishing. All rights reserved.
Universitas Negeri Surabaya, S3 Pendidikan Matematika, Surabaya, Indonesia
