Strategies in mathematical proceses: A bibliometric and systematic review of the past decade

This study presents a comprehensive bibliometric and systematic review of research on mathematical process strategies in education over the past decade. Using data extracted from the Web of Science Core Collection, a total of 831 relevant articles were analyzed to identify publication trends, key contributors, research areas, and citation networks. Through cocitation analysis, the study identified three main thematic clusters: (1) professional teaching knowledge and pedagogical content, (2) learner-centered pedagogies and cognitive engagement, and (3) instructional strategies and evidence-based practices for diverse learners. The findings underscore the growing global interest in improving students’ mathematical thinking through strategic approaches such as problem solving, modeling, computation, and reasoning. The rising trend in research output between 2015 and 2024 highlights the influence of digital innovation, pedagogical reform, and interdisciplinary collaboration in shaping mathematics education. The methodology employed a mixed-method approach that combines bibliometric mapping with systematic content analysis. Bibliometric techniques were conducted via VOSviewer to explore keyword co-occurrence, citation and cocitation networks, and thematic clustering, whereas systematic review procedures provided a more in-depth synthesis of selected studies. This dual approach ensured a rigorous and holistic understanding of the structure and evolution of the field. However, there are some gaps in the current search. There is a lack of research from developing regions, limited integration of AI-based tools, and a lack of longitudinal studies assessing the sustained impact of strategy instruction. In conclusion, the review emphasized that mathematical process strategies are critical for advancing effective teaching, fostering higher-order thinking, and preparing learners for 21st-century STEM challenges.