Bibliometric Analysis of Learning Difficulties in Solving Problems in Mathematics at Pre-Tertiary Levels

Abstract

Learning difficulties in solving mathematical problem during pre-tertiary education constitute a
persistent barrier to student achievement and STEM readiness. This study presents a systematic
bibliometric analysis of literature on learning difficulties in mathematical problem solving at pretertiary levels, employing the Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA) framework to ensure transparent identification and selection of records.
Bibliographic data were synthesized using bibliometric indicators (annual production, productive
countries/journals/authors, citation metrics) and network analyses (keyword co-occurrence, coauthorship). Findings indicate sustained growth in research output since 2000, concentration of
publications in high-income countries, and thematic emphasis on cognitive factors (e.g., working
memory), instructional strategies (e.g., strategy instruction; problem-based learning), affective
factors (e.g., mathematics anxiety), and technology-mediated interventions. Notable recent
bibliometric and review studies corroborate these trends and highlight important gaps—especially
limited representation from low- and middle-income countries and a shortage of longitudinal and
teacher-centred studies. Recommendations include expanding cross-cultural research,
strengthening teacher-focused intervention studies, and prioritizing longitudinal designs to better
capture developmental trajectories of problem-solving difficulties.