Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review

Mathematics teachers’ knowledge is considered one of the most critical factors in instruction and student achievement. As such, various studies have focused on mathematics teachers’ knowledge. Despite the expansion of the field, however, a systematic review was rarely implemented. Therefore, this st...

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Autores principales:	Sunghwan Hwang, Eunhye Cho
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	mathematics teachers’ knowledge systematic review research trends topic modeling Latent Dirichlet Allocation Mathematics QA1-939
Acceso en línea:	https://doaj.org/article/f54424dba6cb4e52a636c757294588ff
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spelling	oai:doaj.org-article:f54424dba6cb4e52a636c757294588ff2021-11-25T18:17:32ZExploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review10.3390/math92229562227-7390https://doaj.org/article/f54424dba6cb4e52a636c757294588ff2021-11-01T00:00:00Zhttps://www.mdpi.com/2227-7390/9/22/2956https://doaj.org/toc/2227-7390Mathematics teachers’ knowledge is considered one of the most critical factors in instruction and student achievement. As such, various studies have focused on mathematics teachers’ knowledge. Despite the expansion of the field, however, a systematic review was rarely implemented. Therefore, this study aimed to identify major research topics and trends on mathematics teachers’ knowledge by analyzing abstracts of 3485 scholarly articles published from 1987 to 2021. Using a text-mining technique, 11 underlying topics were found in the articles. The topics were classified based on their relationships and the following four groups were identified: “assessment”, “teachers’ knowledge for teaching”, “students’ knowledge and understanding”, and “teachers’ professional learning”. Over time, the analysis of research trends showed that professional development is the most popular topic, followed by pedagogical content knowledge and students’ mathematical understanding. Moreover, the popularity of these topics has not changed considerably over time. This study provides implications based on these results.Sunghwan HwangEunhye ChoMDPI AGarticlemathematics teachers’ knowledgesystematic reviewresearch trendstopic modelingLatent Dirichlet AllocationMathematicsQA1-939ENMathematics, Vol 9, Iss 2956, p 2956 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	mathematics teachers’ knowledge systematic review research trends topic modeling Latent Dirichlet Allocation Mathematics QA1-939
spellingShingle	mathematics teachers’ knowledge systematic review research trends topic modeling Latent Dirichlet Allocation Mathematics QA1-939 Sunghwan Hwang Eunhye Cho Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review
description	Mathematics teachers’ knowledge is considered one of the most critical factors in instruction and student achievement. As such, various studies have focused on mathematics teachers’ knowledge. Despite the expansion of the field, however, a systematic review was rarely implemented. Therefore, this study aimed to identify major research topics and trends on mathematics teachers’ knowledge by analyzing abstracts of 3485 scholarly articles published from 1987 to 2021. Using a text-mining technique, 11 underlying topics were found in the articles. The topics were classified based on their relationships and the following four groups were identified: “assessment”, “teachers’ knowledge for teaching”, “students’ knowledge and understanding”, and “teachers’ professional learning”. Over time, the analysis of research trends showed that professional development is the most popular topic, followed by pedagogical content knowledge and students’ mathematical understanding. Moreover, the popularity of these topics has not changed considerably over time. This study provides implications based on these results.
format	article
author	Sunghwan Hwang Eunhye Cho
author_facet	Sunghwan Hwang Eunhye Cho
author_sort	Sunghwan Hwang
title	Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review
title_short	Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review
title_full	Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review
title_fullStr	Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review
title_full_unstemmed	Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review
title_sort	exploring latent topics and research trends in mathematics teachers’ knowledge using topic modeling: a systematic review
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/f54424dba6cb4e52a636c757294588ff
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Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review

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