The Use of Literary Elements in Teaching Mathematics: A Bibliometric Analysis

Utilizing literary elements for teaching mathematics is gaining importance nowadays because it is claimed that integrating literature and mathematics supports learning process in different ways. Before using this integration in educational settings, we, teachers, and researchers, need to know that what the research tell us about this integration. Therefore, the goal of this research is to review the literature on literary elements employed in mathematics instruction. In order to accomplish this, a literature search covering the years 1951-2021 was conducted using subject-related keywords including "children's literature," "story," and "mathematics." The studies obtained from the journals which are indexed in the Scopus using the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) diagram. The studies about the topic were investigated in terms of title, keywords, and abstracts before the analysis. As a result, 484 articles that met the inclusion criteria of the research were investigated by bibliometric and descriptive analysis. The most influential authors, articles, journals, institutions, the trend of the publications by years, cooperation between institutions and cooperation between authors were determined. As a result, this study has revealed the conceptual, intellectual, and social structure of the literary elements used in mathematics instruction.

Keywords:

bibliometric analysis, disciplinary literacy, literary elements mathematics education,

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