Trends in Research in Evaluation and Curriculum in Mathematics Education

Abstract

This study conducted a content analysis on trends in evaluation and curriculum research in
mathematics education from 2007 to 2023. A sample of thirty (30) related studies was conducted,
selected from journal articles available online from Google Scholar, analyzed and coded through
content analysis in terms of their contexts, sample size and type, data collection tools and data
analysis techniques. The results showed that; evaluation studies were more prominent than
curriculum studies in mathematics education, more preference for teachers and students’ views as
sample types thus neglecting other stakeholders; qualitative research methods were mainly
employed; documents and questionnaires were the dominant data collection tools in the qualitative
and quantitative research respectively, content analysis was dominant in studies which used
qualitative analysis techniques, while frequency/percentage and mean/standard deviation, t-test
and ANOVA were mostly utilized as descriptive and inferential quantitative analysis techniques
respectively. Therefore, it is concluded that the studies on evaluation and curriculum in
mathematics education conducted in Nigeria outnumbered the ones in other countries and studies
were more concerned with the views of mathematics education teachers and students.