TRENDS IN RESEARCH IN MATHEMATICS LEARNING AND INSTRUCTION

Abstract

This study conducted a systematic review using content analysis to examine trends in research on
mathematics learning and instruction between 2016 and 2025. A total of 187 studies were selected
from ERIC, Scopus, Web of Science, and PsycINFO and analyzed based on thematic focus,
methodological approaches, geographic distribution, and educational level. The findings revealed
six dominant thematic areas: technology-enhanced learning (27%), conceptual understanding and
procedural fluency (22%), equity and inclusion (18%), affect and motivation (16%), teacher
professional development (12%), and embodied cognition (5%). Methodologically, mixedmethods studies were most prevalent (38%), followed by quantitative (35%) and qualitative (27%)
approaches. The results also indicate a strong geographic concentration of studies in North
America and Western Europe (62%), with limited representation from Global South regions.
Furthermore, the review identified critical gaps in longitudinal research, context-sensitive studies
in under-resourced settings, and the classroom implementation of emerging approaches such as
embodied cognition. These findings highlight the need for more geographically inclusive,
methodologically diverse, and practice-oriented research to advance mathematics education
globally.