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EURASIA Journal of Mathematics, Science and Technology Education, 2025, 21(2), em2577
ISSN:1305-8223 (online)
OPEN ACCESS Review Article https://doi.org/10.29333/ejmste/15916
© 2025 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of
the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
hardianmf@gmail.com (*Correspondence) aritamarini@unj.ac.id suyono@unj.ac.id
A bibliometric study on mathematical modelling in elementary schools in the
Scopus database between 1990-2024
Hardian Mei Fajri 1* , Arita Marini 1 , Suyono 2
1 Department of Basic Education, Universitas Negeri Jakarta, East Jakarta, INDONESIA
2 Department of Master of Mathematics Education, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, East
Jakarta, INDONESIA
Received 07 October 2024 ▪ Accepted 09 January 2025
Abstract
Mathematical modelling is an approach to bridge real-world problems into mathematics as an
effort to improve students’ mathematical literacy. The purpose of this study is to conduct a
bibliometric analysis of published articles related to mathematical modelling in elementary school.
This research uses bibliometric analysis method. This study used the Scopus database scanned
with the keywords “mathematical modelling” and “elementary school” with a time span of 1990-
2024 obtained as many as 78 articles. The data collected was then analyzed using R-software and
VOSviewer applications. The results of this study found that the development trend of
mathematical modelling research in elementary schools significantly increased after 2015-2023
with a percentage of 67.95%. The top researchers who have the most influence are dominated by
authors from Germany and Denmark. Furthermore, in recent years the dominant topics in
mathematical modelling research studies in elementary schools such as mathematical modelling
cycle, development, mathematical modelling competency, mathematical concept, mathematical
knowledge, modeling process, mathematical modelling task, empirical study, and creative
thinking. It is hoped that future research can focus on the literature of mathematical modelling
carried out on the subject of high school to college level and include analysis on the literature in
the years 1960-1990 which is the campaign period and the early years of integrating mathematical
modelling into the curriculum of various countries in the world.
Keywords: a bibliometric study, mathematical modelling, elementary schools
INTRODUCTION
Mathematical modelling is a promising research
study and learning approach to be implemented at every
level of education. Although modelling has been taught
informally for centuries, mathematical modelling has
only recently emerged formally in education (Spooner,
2024). Campaigns to incorporate mathematical
modelling into the curriculum began in the 1960s
(Pollak, 2007; Stillman, 2019) and 1970s (Dindyal & Kaur,
2010; Kaiser et al., 2010). Until finally in the 1980s,
mathematical modelling was included in the curriculum
of several countries in the world such as the United
States, the Netherlands, Germany, Australia, Europe,
Brazil, Denmark, Singapore, the United Kingdom, and
New Zealand (Spooner, 2024; Stillman et al., 2013; Tran
et al., 2020). It shows that mathematical modelling has
been accepted at the international level because it has an
important contribution to mathematics education
(Kaiser, 2020; Stillman et al., 2020a).
The study of teaching and learning mathematical
modelling has grown to the extent that it has become a
research field in its own right within the mathematics
education community (Blomhø, 2019; Stillman & Brown,
2019). However, it was not until the 1990s that
mathematical modelling in mathematics education
became a research field, where empirical studies began
to develop (Niss et al., 2007). Mathematical modelling
plays an important role in mathematics education
worldwide and has been integrated into curricula and
academic standards (Alwast & Vorholter, 2022; Kaiser,
2020).
Fajri et al. / A bibliometric study on mathematical modelling in elementary schools in the Scopus database
2 / 12
In general, mathematical modelling is understood as
the transition or process of translating the context of real-
world situations into the mathematical world to be
solved (Hartmann et al., 2023; Krawitz et al., 2022;
Ledezma et al., 2024) until a reasonable solution is
obtained (Stillman, 2019). Mathematical modelling
activities begin with a real-world problem situation in
which the modeler (or problem solver) uses a
mathematical perspective to solve the problem (Chan et
al., 2019). Mathematical modelling activities present
open-ended problems (Bliss & Libertini, 2019; Caron
2019; Chan et al., 2019; Geiger et al., 2022; Lesh &
Zawojeski, 2007; Maaß, 2007).
Modelers can generalize the developed mathematical
models to other similar contexts (Chan et al., 2019).
Actively carrying out mathematical modelling involves
several processes, which are often put together in the
form of or described by the so-called mathematical
modelling cycle (Jankvist & Niss, 2020; Schukajlow et al.,
2023). A now well-known and phenomenal modelling
cycle that is the result of DISUM-project is Blum’s (2010)
7-step modelling cycle, which is used for cognitive
analysis of tasks and also for diagnosing students’ real
solution processes (Blum & Schukajlow, 2018). The
integration of mathematical modelling is expected to be
applied to elementary school students (Stohlmann &
Albarracín, 2016). In addition to introducing and
training students’ mathematical modelling process. It
also gives experience to students so that they can become
independent modelers in solving real situation problems
(Fajri et al., 2022).
When looking to conduct research studies related to
mathematical modelling, bibliometric analysis can be
used as a useful tool to identify trends and scientific
evolution of different research fields over a period of
time (Cevikbas et al., 2024; Do et al., 2021; Hallinger &
Chatpinyakoop, 2019; Lozada et al., 2021; Pham-Duc et
al., 2021; Yamaguchi et al., 2023). This method makes it
possible to analyze hundreds or even thousands of
pieces of literature (Aria & Cuccurullo, 2017). What is
very difficult for researchers to do if using the traditional
literature review method (Hallinger & Chatpinyakoop,
2019; Öztürk et al., 2024; Prieto-Jiménez et al., 2021).
Bibliometrics is an important tool to assess and analyze
published scientific literature from a quantitative point
of view (Verma et al., 2021). Helps identify hot research
topics and trends (Song et al., 2019). Provides data
analysis in the form of citation indices to assess the
reputation and influence of specific articles, authors, and
research publications (Julius et al., 2021). And predict
successful and sustainable research in the future (Geng
et al., 2017).
Bibliometric analysis contains many features to map
information such as network structure, keywords,
publications, references, journals, authors in the research
field being analyzed (Aria & Cuccurullo, 2022). In
addition, bibliometric analysis provides accurate,
reliable, and accountable analysis (Aria & Cuccurullo,
2017; Behl et al., 2022; Cevikbas et al., 2024). Helps gain
valuable insights into key topics and emerging trends,
thereby guiding future research directions and
considerations (Cevikbas et al., 2024). As well as
providing promising opportunities in pinpointing
research gaps (Schryen & Sperling, 2023). In addition,
bibliometric analysis is currently receiving increasing
attention as a tool in conducting literature reviews
(Öztürk et al., 2024).
Several previous studies have used bibliometric
analysis of various research areas such as management
(Block & Fisch, 2020; Lin et al., 2024), education and
sustainable development (Hallinger & Chatpinyakoop,
2019; Prieto-Jiménez et al. 2021), use of technology in
higher education (Díaz-García et al., 2022; Shen & Ho,
2020; Sobral, 2020), social sciences (Mervar & Jokić, 2022;
Nasir et al., 2020), STEAM (Jantakun et al., 2024;
Karampelas, 2023; Marín-Marín et al., 2021), and
mathematics education (Cevikbas et al., 2024; Gokce &
Guner, 2021; Julius et al., 2021; Yig, 2022).
But in reality, bibliometric research is still rarely
carried out, especially in the field of mathematics
education research (Drijvers et al., 2020; Julius et al.,
2021). Based on the results of the researcher’s review of
several literature studies on the Scopus database, Web of
Science database, and Google Scholar database, there is
no literature study that conducts bibliometric analysis on
the topic of mathematical modelling at the elementary
school level. Therefore, the purpose of this study is to
conduct a bibliometric analysis of published articles
related to mathematical modelling in elementary schools
Contribution to the literature
• This article contributes to the field of education by presenting a comprehensive insight into the topic of
mathematical modeling research, especially at the elementary school level, based on the Scopus database
for more than three decades (1990-2024).
• Mathematical modeling is a promising learning approach to be implemented at various levels of
education, as well as a potential research study topic. Especially for strengthening students' mathematical
literacy skills.
• The results of this research analysis can be a valuable reference for policy makers, researchers and
academics for future educational practices.
EURASIA J Math Sci Tech Ed, 2025, 21(2), em2577
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in the Scopus database from 1990 to 2024. Specifically,
the research questions (RQs) in this study are, as follows:
RQ1. What is the total volume and growth trend of
publications in the mathematical modelling in
elementary school literature in the Scopus
database from 1990 to 2024?
RQ2. Which researchers and research groups have
the most influence on the mathematical
modelling in elementary schools literature in
the Scopus database 1990-2024?
RQ3. Which publication sources had the most
impact on the mathematical modelling in
elementary schools literature in the Scopus
database 1990-2024?
RQ4. What are the popular research topic trends in
mathematical modelling in elementary school
literature in the Scopus database 1990-2024?
METHOD
The method used in this research is bibliometric
analysis by using the R-software and VOSviewer
application tools. In concrete terms, bibliometrics is a
research method used to study or analyze research based
on scientific publications stored or indexed in big
database bibliographies (Gutiérrez-Salcedoet al., 2018).
Bibliometric analysis has been recognized as a method
that has proven effective in analyzing scientific literature
(Do et al., 2021; Ha et al., 2020; Kondrashev et al., 2024;
Pham et al., 2023). Bibliometrics is a field of library and
information science research that studies bibliographic
materials such as research publications, authors, country
contributions, and others using a quantitative approach
(Verma et al., 2021).
In addition, articles published in scientific journals
can be a source of information and data for research such
as bibliometric analysis (Kartika et al., 2023).
Bibliometric analysis helps researchers identify research
trends in a certain period (Do et al., 2021). Which is
presented systematically, transparently, and
accountability (Behl et al., 2022).
This study analyzed 78 Scopus indexed documents
using the help of R-software and VOSviewer
applications. The data collection process in this research
uses the preferred reporting items for systematic reviews
and meta-analyses (PRISMA) guidelines as a guide in
identification, screening and eligibility, included in the
analyzed literature review (Cevikbas et al., 2024; Page et
al., 2021). As well as to ensure quality in processing
literature searches (Moher et al., 2010). In the
identification stage, document searches use the Scopus
database with keywords: TITLE-ABS-KEY
(“mathematical modelling” and “elementary school”) in
the time range 1990-2024. The search results obtained 197
documents. The researcher then conducted the
document screening and eligibility step: determining
and applying inclusion or exclusion criteria (see Table 1)
based on the title, topic, abstract and document content.
Based on the screening and eligibility results, 119
documents were eliminated because they were not
relevant to mathematical modelling and elementary
school (Figure 1).
In bibliometric research, the analysis should begin by
applying data preprocessing which includes activity
steps (Öztürk et al., 2024) such as
(1) identifying bibliometric analysis techniques
appropriate to the purpose and scope of the
research,
(2) determining appropriate software for analysis
and visualization, and
(3) analyzing data and visualizing research findings.
The analysis procedure in bibliometric research
(Donthu et al., 2021; Öztürk et al., 2024) is presented in
Figure 2.
Table 1. Eligibility criteria for inclusion and exclusion review
Category
Inclusion criteria
Exclusion criteria
Language
Documents published in English
Exclude published documents that are not in English
Research fields on
Scopus
Research fields include education/research,
mathematics, social sciences, and science
Research fields other than education/research,
mathematics, social sciences, and science
Type of document
Articles, proceedings, and books
In addition to review articles.
Research subject
focus
The review of studies focuses only on
mathematics education at the basic
education or elementary school level
Reviewing studies at the high school to university
level
Database
Documents must be indexed in the Scopus
database.
Documents that are not indexed in the Scopus
database
Figure 1. Flowchart of PRISMA procedure in filtering
articles for bibliometric analysis (Source: Authors’ own
elaboration)
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RESULTS
RQ1. What Is the Total Volume and Growth Trend of
Publications in the Mathematical Modelling in
Elementary School Literature in the Scopus Database
From 1990 to 2024?
To answer the first RQ, 78 documents on the Scopus
database were analyzed, consisting of 63 articles
(80.77%), and 15 conferences (19.23%). The development
trend of mathematical modelling publications in
elementary school from 1990 to 2024 can be seen in
Figure 3. In 1990-2000 mathematical modelling research
in elementary school still did not get much attention as
seen in the graph only produced 3 publications. Then the
trend of research development experienced a significant
increase in 2015-2023 with a total of 53 publications with
a percentage of 67.95% of the total 78 documents.
Although this trend actually decreased in 2021, it was
not too significant. If we look at the graph, in 2024 the
trend of research development on mathematical
modelling in elementary schools will increase, as
evidenced by the beginning of 2024 alone research
publications have issued 6 publications.
RQ2. Which Researchers and Research Groups Have
the Most Influence on the Mathematical Modelling in
Elementary Schools Literature in the Scopus Database
1990-2024?
There have been many studies conducted by
researchers on the topic of mathematical modelling in
elementary schools. The researchers/authors come from
various countries in the world (Table 2). It can be seen
that of the 10 authors who have the most total citations
based on Scopus database articles are dominated by
authors from Germany. However, the combined total
citation of authors from Germany cannot pass the
citation of the authors ranked 1 and 2. The authors who
have the most total citation come from Denmark such as
Blum, W. (h-index 22) and Niss, M. (h-index 16) both
have a total citation of 1,383. In addition, some well-
known authors with their research topics on
mathematical modelling that are not included in Table 2
are Krawitz, J. (2 documents), Greefrath, G. (2
documents), Stillman, G. (2 documents), and Leiss, D. (2
documents).
RQ3. Which Publication Sources Had the Most Impact
on the Mathematical Modelling in Elementary
Schools Literature in the Scopus Database 1990-2024?
Then, the authors identified the main publication
sources that have the most impact on the research topic
of mathematical modelling in elementary schools. It can
be seen in Table 3 that the 5 sources that have the highest
publication documents are International Journal of
Mathematical Education in Science and Technology (SJR
2024 = 0.63), Journal of Physics: Conference Series (SJR
2024 = 0.18), and ZDM-Mathematics Education (SJR 2024
= 1.1). Then, the 3 highest sources by total citations are
Educational studies in mathematics (SJR 2024 = 1.48),
ZDM-Mathematics Education (SJR 2024 = 1.1), Procedia-
Social and Behavioral Sciences Development (SJR 2024 =
0).
Figure 2. The analysis procedure in bibliometric research
(Adapted from Donthu et al., 2021; Öztürk et al., 2024)
Figure 3. Annual scientific production related to mathematical modelling research in elementary school between 1990 to
2024 (Source: Authors’ own elaboration)
EURASIA J Math Sci Tech Ed, 2025, 21(2), em2577
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RQ4. What Are the Popular Research Topic Trends in
Mathematical Modelling in Elementary School
Literature in the Scopus Database 1990-2024?
Based on all 78 documents in the Scopus database
that have been analyzed, 486 keywords appear.
However, in seeing the relationship between keywords,
researchers determined the minimum number of times a
keyword appears, which is twice. Based on these criteria,
75 keywords were obtained that fell within the
threshold. The results of the co-occurrence analysis from
VOSviewer can be seen in Figure 4. The most popular
keywords in this research topic are mathematical
modelling (77 times), elementary school (36 times),
student (17 times), problem (12 times), and teacher (10
times).
The relationship between keywords is based on the
size of the circle and the thickness of the path line, which
means that the keywords have a strong relationship and
often appear together with other keywords. Specifically,
when highlighting the keywords mathematical
modelling and elementary school, it is seen to have a
relationship and co-occurrence with other keywords
such as mathematical modelling task (13 times),
mathematical modelling activity (13 times),
approach/mathematical modelling approach (12 times),
modelling problem (8 times), competency (7 times),
mathematical application (5 times), real world
knowledge (4 times), and creative thinking (2 times).
Furthermore, based on the analysis results shown in
Figure 4. obtained information that the most trending
keywords currently related to the topic of mathematical
modelling research in elementary schools in Scopus
database articles from 1990 to 2024 are based on green
and yellow nodes such as mathematical modelling cycle,
development, mathematical modelling competency,
mathematical concept, mathematical knowledge,
modelling process, mathematical modelling task,
empirical study, and creative thinking. These trending
keywords can be considered as one of the alternative
variables that can be researched related to the research
topic of mathematical modelling which specifically the
research subjects are elementary school students.
DISCUSSION
Mathematical modelling is a learning approach that
integrates real-life or contextual problems into the
learning process of mathematical materials and
concepts. The difference between mathematical
modelling and other approaches lies in the criteria that
the context used must be realistic, authentic, and open-
ended. Based on the researcher’s review of several
literature studies, it is concluded that this research is the
first bibliometric research on the topic of mathematical
modelling in elementary schools. This study analyzed 78
documents on the Scopus database covering the years
1990 to 2024 on the topic of mathematical modelling in
elementary schools. The results have answered 4
Table 2. Top-10 authors by citation of research publications on mathematical modelling in elementary schools between
1990 and 2024
Rank
Author
Affiliation
D
h-index
TC
PYS
1
Blum, W.
Kassel University, Denmark
1
22
1,383
1991
2
Niss, M.
Kassel University, Denmark
1
16
1,383
1991
3
English, L. D.
Queensland University of Technology, Australia
2
31
368
2003
4
Verschaffel, L.
University of Leuven, Belgium
1
51
299
1997
5
Watters, J. J.
Queensland University of Technology, Australia
1
20
252
2005
6
Schukajlow, S.
University of Münster, Germany
5
20
171
2011
7
Kaiser, G.
University of Hamburg, Germany
2
35
141
2022
8
Arseven, A.
Cumhuriyet University, Turkey
1
-
118
2015
9
Cevikbas, M.
University of Hamburg, Germany
1
8
118
2022
10
Stohlmann, M. S.
University of Nevada, USA
3
6
84
2016
Note. D: Documents; TC: Total citations; & PYS: Publication year start
Table 3. Top-7 sources by number of research publications on mathematical modelling in elementary schools and their
citations between 1990 and 2024
Rank
Source
Source type
D
SJR 2024
h-index
TC
PYS
1
International Journal of Mathematical
Education in Science and Technology
Journal
5
0.63
42
27
2019
2
Journal of Physics: Conference Series
Conference & Proceeding
5
0.18
99
30
2017
3
ZDM-Mathematics Education
Journal
4
1.10
66
130
2018
4
Educational Studies in Mathematics
Journal
3
1.48
83
1,553
1991
5
Eurasia Journal of Mathematics, Science
and Technology Education
Journal
3
0.45
56
2
2022
6
Procedia-Social and Behavioral Sciences
Journal
3
0.00
73
84
2009
7
Acta Scientiae
Journal
3
0.20
6
10
2017
Note. D: Documents; TC: Total citations; & PYS: Publication year start
Fajri et al. / A bibliometric study on mathematical modelling in elementary schools in the Scopus database
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questions in this study. Which provides an
understanding of the topic of mathematical modelling in
elementary school topics such as development trends,
researchers who have the most influence, publication
sources that have the most impact, trends in hot research
topics and guide the direction and consideration of
future mathematical modelling in elementary school
research variables.
In the results of this study obtained information that
the top 10 researchers who have the most influence are
dominated by authors from Germany and Denmark.
These two countries have become important centers in
research literature on the topic of mathematical
modelling. This is because mathematical modelling
developed through two projects known as KOM-project
in Denmark (KOM: Competence and mathematics
learning), whose report was published in 2002, has
played an important role in this development (Niss &
Højgaard, 2019). While in Germany there is the DISUM-
project. The starting point of the DISUM-project dates
back to 2002 (Blum & Schukajlow, 2018), which was a
joint project between mathematics education at the
University of Kassel, and educational psychology at the
University of Munich (Blum & Leiß, 2007). So it is not
surprising that mathematical modelling is highly
developed as a research topic by researchers, especially
in Germany and Denmark. In addition, the development
of mathematical modelling is increasingly accepted at
the international level is also supported by the existence
of the international community of teachers of
mathematical modelling (ICTMA). An international
community that focuses on research on teaching and
learning mathematical modelling at all levels of
education from early childhood to higher education
(Stillman et al., 2020b).
In addition, the current trend of mathematical
modelling research topics in elementary schools has
become very diverse. These research topics mostly focus
on development and design research methods in
developing mathematical modelling tasks. Then the
current trend of research topics focuses on the purpose
of supporting learning activities such as improving
mathematical modelling competency, mathematical
concept, mathematical knowledge, modelling process,
and creative thinking. It is also important to consider
data from the World Economic Forum which states that
the top three skills in the list of 10 human skills that will
become more important in the future are complex
problem solving, critical thinking, and creativity (Haara,
2022), which can be enhanced by using a mathematical
modeling approach.
Several studies have been conducted on the research
topic of mathematical modelling in elementary schools
including combining mathematical modelling as a
learning environment with the use of virtual
manipulatives to help first grade elementary school
students to overcome the difficulties detected in their
learning related to basic arithmetic operations (Silva et
al., 2021), modelling tasks on basic arithmetic operations
assisted by artificial intelligence tools (Spreitzer et al.,
2024), creating a mathematical modelling lesson based
on ethnomathematics in improving creative thinking of
Figure 4. Co-occurrence of keywords on the topic of mathematical modelling research in elementary school between 1990
and 2024 (number of keyword occurrences: at least 2 times, 75 keywords were obtained) (Source: Authors’ own elaboration)
EURASIA J Math Sci Tech Ed, 2025, 21(2), em2577
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elementary school students (Supriadi et al., 2023),
designing mathematical modelling tasks that provide
experience in a financial context (Tural-Sonmez & Erbas,
2023), providing mathematical modelling problems to
train grade 6 students in building conceptual models
and understanding fractions (Shahbari & Peled, 2015).
Integrating mathematical modelling approaches is
important to start in elementary school (Stohlmann &
Albarracín, 2016). Mathematical modelling is important
in domains such as mathematical literacy (Wickstrom &
Yates, 2021). The literature shows that competence in
mathematical modelling is similar to the competence
needed to improve mathematical literacy (e.g.,
Breakspeari, 2012; Niss, 2015; OECD, 2017, 2018; Steen et
al., 2007). The PISA framework focuses on the process of
mathematization, the active model building that the
KOM-project framework is based on (Berget, 2023). The
PISA framework is known as the mathematical
modelling cycle (Cai et al., 2016; Stacey, 2015).
Attention continues to be paid to the relationship
between the development of mathematical literacy and
one’s ability to develop and use mathematical modeling
to deal with real-world problems using mathematics
(Blum, 2002; Haara, 2022). Because the demands of using
mathematics to solve real-life problems intersect with
what mathematical modeling aims to achieve (Bliss &
Libertini, 2019; Mudaly & Dowlath, 2016). For decades,
mathematics education leaders have advocated that
modeling should be part of the teaching and learning
process because of the importance of mathematics in real
life (Arseven, 2015; Bonyah & Clark, 2022). So it is
important that the education curriculum takes this into
account, which can support and prepare learners to live
and work in the society of the future (Haara, 2022).
Mathematical modelling is key in developing
mathematical literacy skills, as applying mathematics to
real-life situations is a core competency of mathematical
literacy (Bali et al., 2020; Cevikbas et al., 2022). In
addition, integrating mathematical modelling in
teaching activities provides experience for students to
become independent modelers (Fajri et al., 2022), trains
students to use mathematics creatively (Geiger et al.,
2018), think critically and develop solutions to world
problems (Kaiser, 2017), and motivates students to learn
mathematics, appreciate the usefulness and importance
of learning mathematics (Stillman, 2019).
CONCLUSION
This literature study analyzes, presents and describes
the development of literature on the topic of
mathematical modelling in elementary schools over the
past three decades. Mathematical modelling is a learning
approach that has an important contribution to make in
mathematics. Mathematical modelling has gained
attention at the international level for its inclusion in
mathematics education curricula and also as a promising
research topic. The results of this study show that the
development trend of mathematical modelling research
has been growing significantly increasing every year,
especially starting in 2015.
In this research topic, researchers from Germany and
Denmark dominate the top 10 researchers who have the
most influence in terms of citations. However, we cannot
exclude researchers from the United States, Australia,
China, and Singapore who also play a role in publishing
literature on mathematical modelling. Especially the
research countries that are members of the ICTMA
which publishes the development and findings of
mathematical modelling in the process of learning
mathematics in schools from various countries around
the world.
The results of this study have implications for future
researchers, teachers, and education policy makers.
Based on the four RQs, namely
(1) the findings regarding the total volume and trend
of publication development provide an overview
of how mathematical modeling research has
developed over time and can be information for
anyone in learning about mathematical modeling
research from the initial year of publication to the
present;
(2) the findings regarding which researchers have the
most influence help teachers and new researchers
in finding references of authors to follow. For
policy makers, they can find the right researchers
to consult in policy making;
(3) the findings on the source of publications that
have the most impact can be a reference source in
finding mathematical modeling literature or
journal references for research publications on
mathematical modeling; and
(4) findings on research topic trends in the form of
popular keywords in mathematical modeling
research are useful for other researchers in
identifying research topics that they can do in the
future.
The limitation in this study is that it only examines
the mathematical modelling literature carried out at the
elementary school level. It is hoped that future research
can focus on the mathematical modelling literature
carried out on subjects at the secondary school to
university level. In addition, the limitations of this study
only investigate the literature in the range of 1990 to
2024. So the researcher excluded the literature in 1960
which was the period of the mathematical modelling
campaign to be included in the curriculum and in 1980-
1990 which was the initial year mathematical modelling
was integrated into the curriculum of various countries
in the world.
Author contributions: HMF, AM, and S: conceptualization,
methodology, analysis, and investigation of the study; HMF: data
collection from the Scopus database, selecting the software for data
Fajri et al. / A bibliometric study on mathematical modelling in elementary schools in the Scopus database
8 / 12
analysis, conducting the analysis of bibliometric review results,
visualization, and drafting the manuscript; AM and S:
supervision, critical review, and editing. All authors approved the
final version of the manuscript and agreed with its results and
conclusions.
Funding: No funding source is reported for this study.
Ethical statement: The authors stated that this study does not
require ethics committee approval because the study does not
involve human or animal subjects. The study is a review of
literature already available in the Scopus database.
Declaration of interest: No conflict of interest is declared by the
authors.
Data sharing statement: Data supporting the findings and
conclusions are available upon request from the corresponding
author.
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service teachers’ noticing competencies within a
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