Teaching Geometry in Mathematics Education (2016-2025): A Systematic Review and Bibliometric Analysis
Keywords:
bibliometric analysis; systematic literature review; teaching geometry; geometry knowledgeAbstract
Geometry plays a central role in mathematics education, yet research on effective teaching strategies remains fragmented, particularly in integrating theoretical, cognitive and technology driven perspectives. A combination of bibliometric and systematic review methods was employed to analyse 1196 articles published between 2016 and 2025, retrieved from the Web of Science database. Data were analysed using bibliometric techniques, including co-citation analysis and network visualization with VOSviewer, alongside thematic synthesis. The findings reveal three major thematic clusters: (1) theoretical and pedagogical foundations, (2) cognitive development and spatial reasoning and (3) applied and empirical studies on early spatial learning. The findings highlight the growing integration of spatial reasoning and digital technologies in shaping effective instructional approaches, alongside the continued influence of established pedagogical frameworks. However, several research gaps remain, including limited representation from certain regions, underexplored interdisciplinary collaborations and the need for more evidence on the long-term impact of innovative teaching methods such as Artificial Intelligence, Virtual Reality and adaptive learning technologies. Theoretically, this study contributes by providing a structured understanding of the intellectual landscape of geometry teaching research. Practically, the findings offer guidance for educators and policymakers in designing more effective, evidence-based instructional strategies. Overall, this study provides a comprehensive synthesis to inform future research and practice in mathematics education.
https://doi.org/10.26803/ijlter.25.5.15
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