Research Trends in Computational Thinking in Mathematics Education: A Scoping Review and Bibliometric Analysis (ScoRBA)
Year: 2026
Type: article
Abstract: This paper maps how research on Computational Thinking (CT) in mathematics education has developed, drawing on a scoping review combined with a bibliometric analysis of Scopus records published between 2011 and 2025. By examining 250 articles with the help of VOSviewer, the study finds that scholarly output in this area has expanded sharply, reflected in a Compound Annual Growth Rate (CAGR) of 42.3% across 2021–2025. Indonesia stands out as the leading contributor with 42 publications (16.8%), ahead of the United States (38 articles, 15.2%). Keyword co-occurrence mapping in VOSviewer reveals three dominant clusters: a red cluster centered on linking CT with programming, K-12 curricula, and educational robotics; a green cluster oriented toward primary-level mathematics teaching supported by GeoGebra, Scratch, and assessment instruments; and a blue/purple cluster concerned with STEM education and coding at the tertiary level, grounded in constructionist theory. The overlay map further shows mathematical modelling as the most recently emerging theme, while mathematical thinking and problem-solving appear as long-established, mature areas of inquiry. Applying the PAGER framework to a synthesis of 15 selected papers, the study puts forward recommendations that call for merging CT with artificial intelligence, expanding international partnerships involving Indonesian scholars, and building context-sensitive CT learning models that promote equitable mathematics education.
Authors: Restalia Resta, Hodiyanto
Language: English
Subfield: Computer Science Applications
Field: Computer Science
Domain: Physical Sciences
Open Access status: hybrid
OpenAlex ID: W7225619515