A Decade of Local Culture Integration in Mathematics Learning: A Bibliometric Analysis of Scopus-Indexed Publications (2015-2024)
DOI:
https://doi.org/10.56294/saludcyt20262537Keywords:
Local culture, ethnomathematics, bibliometric analysis, mathematics learning, ScopusAbstract
Research on the integration of local culture into mathematics learning has gained growing international attention because of its potential to promote contextual, meaningful, and culturally relevant learning, yet systematic mapping of its scholarly progress and thematic directions is still limited. This study aims to examine the development, research trends, and institutional collaborations in culture integrated mathematics education over the last decade. A bibliometric analysis of 129 Scopus indexed journal articles published between 2015 and 2024 was conducted using VOSviewer 1.6.20 to visualize publication patterns, keyword cooccurrence structures, and collaboration networks. The results show a substantial increase in publications, particularly after 2018, with the highest output recorded in 2024. Thematic mapping identified three dominant clusters: culturally responsive pedagogical strategies, reinforcement of mathematical understanding through indigenous and local knowledge systems, and digital innovations such as augmented reality and STEM based tools supporting cultural preservation and learning. Indonesia emerged as the most prolific contributor, followed by the United States and the United Kingdom, indicating strong regional research engagement supported by international collaboration. Overall, the findings demonstrate the growing significance of culturally grounded mathematics education and provide an empirical foundation for future studies, the development of culturally responsive curricula, and policy formulation aligned with inclusive and multicultural educational practices.
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Copyright (c) 2026 Edwin Musdi, Devi Khairani, Daharnis, Elita Jamaan, Muth Mainnah Rangkuti, Nurul Syifa Riztavia (Author)
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