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Research on the application of ICT in Mathematics education: Bibliometric

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Research on the application of ICT in Mathematics

education: Bibliometric analysis of scientific
bibliography from the Scopus database

Thao Trinh Thi Phuong, Nam Nguyen Danh, Trinh Tuyet Thi Le, Thao Nguyen
Phuong, Tuyen Nguyen Thi Thanh & Cuong Le Minh |

To cite this article: Thao Trinh Thi Phuong, Nam Nguyen Danh, Trinh Tuyet Thi Le, Thao Nguyen
Phuong, Tuyen Nguyen Thi Thanh & Cuong Le Minh | (2022) Research on the application of ICT in
Mathematics education: Bibliometric analysis of scientific bibliography from the Scopus database,
Cogent Education, 9:1, 2084956, DOI: 10.1080/2331186X.2022.2084956

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Trinh Thi Phuong et al., Cogent Education (2022), 9: 2084956
https://doi.org/10.1080/2331186X.2022.2084956
Received: 08 March 2022
Accepted: 29 May 2022
*Corresponding author: Cuong Le
Minh, Dong Thap University, Dong
Thap, Vietnam
E-mail: lmcuong@dthu.edu.vn
Reviewing editor:
Ah Choo Koo, Faculty of Creative
Multimedia, Multimedia University,
Malacca, MALAYSIA
Additional information is available at
the end of the article
INFORMATION & COMMUNICATIONS TECHNOLOGY IN EDUCATION |
RESEARCH ARTICLE
Research on the application of ICT in
Mathematics education: Bibliometric analysis of
scientific bibliography from the Scopus database
Thao Trinh Thi Phuong1, Nam Nguyen Danh2, Trinh Tuyet Thi Le3, Thao Nguyen Phuong4,5,
Tuyen Nguyen Thi Thanh6 and Cuong Le Minh7*
Abstract: Attention to technology integration in teaching and learning has created
a big change in the education landscape. There is no limit to the application of
information technology in education in general and in mathematics education in
particular. Although there have been many studies on the opportunities and appli­
cations of ICT in Mathematics education in the world, many aspects remain unex­
plored. In this study, the authors apply bibliometric analysis for the purpose of
evaluating the scientific results of publications involving in the use of ICT in
Mathematics education, which were indexed in the Scopus database. 205 publica­
tions were cited to analyze growth trends, contributions of authors, research insti­
tutions, co-authors in the research field and the development of research direction.
The analysis results show that publications that mainly appear in recent years are
published on sources with low citation index; Indonesia, Malaysia and Australia are
the most influential countries in studies on this topic; Research cooperation in this
field is not strong; The main research topics and trends are online teaching, realistic
mathematics education, and computer-aided teaching. From the research results
obtained, the authors also furnish some recommendations in the article for future
research in this field.
Subjects: Education Studies; Teaching & Learning; Research Methods in Education
Keywords: ICT; mathematics education; bibliometric analysis; Scopus
1. Introduction
Information and Communications Technology (ICT) is considered a powerful tool for educational
change and reform (Fu, 2013; Goktas et al., 2009). Several previous studies have shown that the
appropriate use of ICT can raise educational quality and connect learning to real-life situations
(Lowther et al., 2008; Van Weert & Tatnall, 2005). ICT assists in transforming a teaching environ­
ment into a learner-centered one (Sanchez & Education, 2011), learners are actively involved in the
learning processes in ICT classrooms, and they are authorized by the teacher to make decisions,
plans, and so forth (Lu et al., 2010).
In mathematics education, ICT also provides teachers with foundational tools and means to
help teachers change teaching methods, support students in independent learning, and actively
participate in the discovery of concepts and mathematics topics. As a result, students gain
a deeper understanding of mathematical ideas. Therefore, it can be understood that the
© 2022 The Author(s). This open access article is distributed under a Creative Commons
Attribution (CC-BY) 4.0 license.
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integration of ICT in mathematics education is the result of the ability to apply ICT to help students
achieve better in mathematics. These potentials of ICT make classroom integration a promising
practice, but its success depends on various factors. Research on the use of ICT in mathematics
education is also one of the ways to increase the effectiveness and feasibility of the applications of
ICT in mathematics education.

Scientometrics or bibliometrics is a relatively new branch of science concerned with the quanti­
tative evaluation of science in publications. Scientific quantification is considered an objective
method for measuring the quality and influence of scientific publications.

Quantitative analysis and evaluation of scientific publications or scientometrics provides quanti­

tative information about scientific publications and citations. This information can help scientists
have their research orientation or units, organizations and governments have a basis for allocating
research funding (Waltnam & Noyons, 2018). Furthermore, university ranking organizations eval­
uate universities using simple scientometric research-output metrics (Charlton & Andras, 2007). It
can also be used to evaluate the development of scientific research in a country and understand
its current position (Ha et al., 2020; Pham-Duc et al., 2020).

In this article, the authors’ objective is to use bibliometrics of scientific publications on the
application of ICT in Mathematics education indexed in the Scopus database in the past time. The
three main objectives include (a) a summary of the general characteristics and trends of scientific
publications, the most important source journals, and the most effective scholars; (b) an analysis
of international cooperation among countries in this field; and (c) citation of the most popular
research topics and trends based on word analysis of titles, abstracts, and keywords.

2. Research methods
This study used a general science mapping workflow method that comprised the following five
rigorous steps: 1) Study design; 2) Data collection; 3) Data analysis; 4) Data visualization; and 5)
Interpretation (Börner et al., 2005; Zupic & Čater, 2015).

During the research design step, the main research question identified was: What is bibliometric
information of scientific publications on the application of ICT in Mathematics education indexed in
the Scopus database in the past time?

The data collection step is divided into three sub-steps: data collection, data filtering, and data
cleaning

Step 1: Data collection. There are five main bibliographic databases that can be used to conduct
a bibliometrics analysis, including: Web of Science (WoS), Scopus, Google Scholar, Microsoft
Academic và Dimentions (Moral-Muñoz et al., 2020). Among them, WoS and Scopus are most
used for biometric analytics. In this study, we decided to use the Scopus database as a search
engine because it has a larger number of indexed documents than other databases (Ha et al.,
2020; Mongeon & Paul-Hus, 2016; Pham-Duc et al., 2020)

The authors perform the search from the Scopus database (http://www.scopus.com), with
advanced search options for entering search terms and syntactically matched operators of this
search engine.

The search keywords identified include: Keywords related to mathematics education: “mathe­
matics education”, “Teaching mathematics”, or “Learning mathematics”; combined with informa­
tion and communications technology elements: ICT or “Information & Communications
Technologies”. These keywords are searched for in the document’s abstract, keyword, or title.
Data is limited to the type of document: Article, Conference Paper, Book or Book Chapter, and
Review. We also limit our search to English documents. We also limit our search to documents

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published before 2021 because the fact that the publications indexed in the Scopus database have
a certain lag compared to the time such publications are published, resulting in the publications
published in 2021 may not have been fully and timely updated. Query data was made from the
Scopus database on 15 August 2021. As a result, 243 documents were obtained.

Step 2: Data filtering. The authors conduct data filtering by censoring titles, abstracts and
keywords to remove documents that are not directly related to the research problem. The number
of documents remaining is 205.

Step 3: Data cleaning. The downloaded data needs to be cleaned because the quality of the
analysis is highly dependent on the quality of the input data (Ha et al., 2020). We have corrected
some inconsistent information in the data collected such as: Author’s name, author’s work­
place, etc.

Data analysis and data visualization: Various analytic techniques have been applied to extract
the information of the set of publications. The general information of the publication collection has
been summarized, and the annual number of publications is analyzed to derive the development
trends of research field. Each country’s contribution based on the number of articles and citations
was analyzed to determine what worked best . . . The authors used Scopus’s available tools,
VOSViewer and Biblioshiny softwares to conduct the data analysis.

3. Research results and discussion

3.1. General information and research trends

The main information about the dataset of the article is shown in Tables 1 and 2. The total number
of publications in the collection is 205, published in 139 different sources (scientific journals, books,
book chapters, etc.) during the period from 1999 to 2020. Most of them are scientific articles (89
articles) and proceedings of scientific conferences (80 articles). The total number of citations
recorded at the time of the study was 800, or 3.9 citations per document. This is a small number,
compared to other fields of research.

The h-index of this collection is 14, which means that out of the 205 publications under study, 14
are cited at least 14 times. A total of 458 authors have participated in research and publication in
this field (an average of 2.23 authors/publication). In which, the total number of authors publishing
their research is 36, these authors have published 43 scientific publications with a single author,
accounting for 21.0% of the total publications. This is quite a high rate when compared to other
studies in the field of educational sciences.

Research authors in this field tend to publish a lot in scientific conferences (accounting for
39.02% of the total publications). In social science, the percentage of conference posts
accounts for only about 6% of the publications indexed in the Scopus database (according to
data from https://www.scopus.com). When comparing the quality of various types of docu­
ments through the number of citations, it can be seen that scientific articles have the highest
quality with an average number of citations of 5.83 citations/document, followed by reviews
with 4.75 citations/document. Meanwhile, the numbers for conference posts and book chapters
are 2.59 and 2.36, respectively.

The total publications published annually and the cumulative total citations of the studies on
the application of ICT in Mathematics education are shown in Figure 1. The annual growth rate
of the publications in this field is 19.1%, however, the growth rate is uneven between the years.
Scientists have been interested in research on this topic mainly in the past 10 years, but the
number of publications is still small. The number of citations by publications has increased, but
not by much.

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Table 1. General information about data

Content Result
General information about data
Period 1999:2020
Number of data sources 139
Total number of documents 205
Average number of citations per document 3.9
Total documents cited 5378
Document content
Total keywords 551
Author’s keywords (DE) 494
Author
Total authors 458
Total authors of single-author document 36
Total authors of multi-author document 422
Author’s collaboration
Total documents of single author 43
Total documents per author 0.448
Total authors per document 2.23
Source: Author’s analysis on Biblioshiny

Table 2. Citation information of various kinds of scientific products

Total citations/Total
Document Total documents Total citations documents
Scientific article 89 519 5.83
Conference post 80 207 2.59
Book chapter 22 52 2.36
Book 6 3 0.50
Conference Review 4 0 0.00
Review 4 19 4.75

Figure 1. Annual number of 35 900

publications and cumulative 800
total citations. 30
700
25
Total publications

600
Total citations

20 500

15 400

300
10
200
5
100

0 0
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
Year

Annual number of Cumulative total

publications citations

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Table 3. List of countries with the most publications on the application of ICT in Mathematics
education
Country/ Total citations/
No. Territory Total documents Total citations Total documents
1 Indonesia 27 85 3.1
2 Malaysia 16 54 3.4
3 Australia 15 82 5.5
4 Greece 13 30 2.3
5 UK 12 56 4.7
6 Czech Republic 11 20 1.8
7 South Africa 10 30 3.0
8 Italy 9 54 6.0
9 Slovakia 9 30 3.3
10 Spain 7 33 4.7
11 Israel 7 25 3.6
12 Germany 6 15 2.5
13 Mexico 5 31 6.2
14 Russian Federation 5 11 2.2
15 USA 5 2 0.4

3.2. Distribution by country/territory

According to Scopus’s data, the authors from 62 countries/regions participated in research on this
topic. Information on countries with total publications of five or more publications is shown in
Table 3. The number of publications per country is recorded when at least one author in the
publication adds the name of the agency with its address in that country. The country that
contributes the most publications in this field is Indonesia with 27 published studies (accounting
for 13.2% of the total publications) with 85 citations (accounting for 10.6% of the total citations).
Second on this list is also a country from Southeast Asia, Malaysia with 16 publications published,
followed by Australia with 15 publications. Other countries in this list with published publications
are Greece (13), the UK (12), the Czech Republic (11), South Africa (10), Italy (9), Slovakia (9), Spain
(7), Israel (7), Germany (6), Mexico (5), Russian Federation (5), USA (5).

Regarding assessment on the overall quality of publications from the countries by the average
number of citations, the publications by the authors from Mexico have the highest average number
of citations with 6.2 citations/publication, followed by Italy (6.0 citations/publication), Australia (5.5
citations/publication), UK (4.7 citations/publication). Thus, it can be seen that the strong countries
in educational science research such as the US, Canada, and China are not the authors with the
most publications in this field.

The network of international cooperation between countries in the application of ICT in

Mathematics education is shown in Figure 2. The network is built with countries that have coop­
erated with other countries for at least 1 published publication. The size of each node represents
the total publications published, and the thickness of the link between the nodes represents the
degree of cooperation between the two countries. Countries that often cooperate with each other
are classified into clusters of similar colors.

The authors from 33 countries have collaborated with other countries. The most significant
cooperation is among countries such as Indonesia and China, UK and Canada, South Africa and
Germany, Ireland and Greece. In general, although international cooperation between countries

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Figure 2. Network of interna­

tional cooperation between
countries in research on the
application of ICT in mathe­
matics education (The Figure by
Biblioshiny).

has been recognized, research cooperation in this field is not strong. The author from Malaysia has
16 published publications, but only 1 has recognized international cooperation. The two countries
with the most publications on this topic are in Southeast Asia, but there is no research
collaboration.

3.3. The most published sources

The authors’ research on this topic has been published in 139 other sources, including 91 scientific
journals, 72 conference proceedings, 23 books and 19 volumes. A list of the most published
sources (with at least 3 publications) is shown in Table 4.

The most published Sources are from the Journal of Physics Conference Series with 16 publications,
followed by Education and Information Technologies and Proceedings of The European Conference
on E-Learning ECEL with 6 publications. The next 5 positions have announced 5 publications; The last
3 positions published 3 publications in this field. In general, the published sources in this list have low
CiteScore, except for the New ICMI Study Series (1.50) and ACM International Conference Proceeding
Series (1.20), the rest of the sources have CiteScore less than 1.0. Among the 6 scientific journals in
Table 4, only 1 journal is ranked Q1 (Education and Information Technologies), 1 journal is ranked Q2
(Eurasia Journal of Mathematics Science and Technology Education), the remaining 4 journals are
ranked Q4 in the Scopus database.

3.4. The most contributing author

There have been 458 authors participating in research and publication on the field of ICT applica­
tion in Mathematics education, the list of 8 authors with 3 published publications and more are
shown in Table 5. The authors with the most publications include Zaranis, N. (University of Crete/
Greece) with 6 published studies, Novotná, J. from Charles University—Czech Republic, and
Purwanto, S.E. from Universitas Muhammadiyah Prof. Dr. HAMKA- Indonesia all have 5 publications
on this topic. The remaining authors on the list all have 3 publications.

The network of research collaborations between authors on at least 2 published publications is

shown in Figure 3. In this network, most of the authors can be seen in Table 5. Overall, Similar to
the cooperation between countries, the network of cooperation between authors in this research

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 Table 4. List of the most published sources of research on the application of ICT in Mathematics education
No. Published source TP TC Scopus Quartile* CiteScore 2020* Type
https://doi.org/10.1080/2331186X.2022.2084956

1 Journal of Physics 16 41 Q4 0,21 Conference

Conference Series
2 Education and 6 67 Q1 0,92 Journal
Trinh Thi Phuong et al., Cogent Education (2022), 9: 2084956

Information
Technologies
3 Proceedings of The 6 3 - 0,18 Conference
European Conference on
E Learning Ecel
4 ACM International 5 25 - 1,20 Conference
Conference Proceeding
Series
5 Advanced Science 5 8 Q4 0,13 Journal
Letters
6 Communications in 5 3 Q4 0,16 Journal
Computer and
Information Science
7 Eurasia Journal of 5 31 Q2 0,44 Journal
Mathematics Science
and Technology
Education
8 New ICMI Study Series 5 26 - 1,50 Book Series
9 16th Conference on 3 1 - 0,11 Conference
Applied Mathematics
Aplimat 2017
Proceedings
10 Aip Conference 3 15 - 0,18 Conference
Proceedings
11 Universal Journal of 3 4 Q4 0,12 Journal
Educational Research
TP: Total publications TC: Total citations
* Reference information from https://www.scimagojr.com/ on August 25, 2021

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Table 5. Authors with the most published publications

Institution/
No. Author Country TP TC
1 Zaranis, N. University of Crete/ 6 20
Greece
2 Novotná, J. Charles University/ 5 2
Czech Republic
3 Purwanto, S.E. Universitas 5 3
Muhammadiyah
Prof. Dr. HAMKA/
Indonesia
4 Daher, W. Al-Qasemi 3 17
Academic College
of Education/ Israel
5 Baya’a, N. Al-Qasemi 3 17
Academic College
of Education/ Israel
6 Jančařík, A. Charles University/ 3 4
Czech Republic
7 Doukakis, S. University of the 3 3
Aegean/Greece
8 Chionidou- University of the 3 3
Moskofoglou, M. Aegean/ Greece
TP: Total publications TC: Total citations

field is not strong, mainly cooperation between small groups. Author Zaranis, N. although there
are 6 publications on this topic, half of these publications that are published are the results of this
author’s research (Zaranis, 2016, 2018, 2014), the remaining 3 publications are the results of this
author’s research with three different authors. Novotná, J. mainly collaborated with the other two
authors, Jančařík, A. and Moraová, H (eg (Moraová & Novotná, 2018; Novotná & Jančařík, 2018)).
Two authors Daher, W., and Baya’a, N. collaborated and published all 3 studies on this topic
(Baya’a & Daher, 2013, 2012; Daher & Baya’a, 2010), the same goes for Doukakis and Chionidou-

Figure 3. Collaboration network

between authors in research on
the application of ICT in
Mathematics education.

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Table 6. Overview of the most cited publications in research related to the application of ICT
in Mathematics education
Publication
No. Document title Cite source Total citations
1 Does ICT matter for (De Witte & Rogge, Computers and 48
effectiveness and 2014) Education
efficiency in
mathematics
education?
2 Handheld (Trouche & Drijvers, ZDM-International 47
technology for 2010) Journal on
mathematics Mathematics
education: Education
Flashback into the
future
3 ICT use in the (Agyei & Voogt, Education and 37
teaching of 2011) Information
mathematics: Technologies
Implications for
professional
development of
pre-service teachers
in Ghana
4 Mathematics and (Crisan et al., 2007) Technology, 25
ICT: A framework Pedagogy and
for conceptualising Education
secondary school
mathematics
teachers’ classroom
practices (Crisan
et al., 2007)
5 The Integration of (Muhtadi et al., Journal of Physics: 23
technology in 2018) Conference Series
teaching
mathematics
6 Gamification in (González et al., ACM International 19
intelligent tutoring 2014) Conference
systems Proceeding Series
7 Adaptive Teaching (Barana et al., Proceedings— 18
Supported by ICTs 2017) International
to Reduce the Computer Software
School Failure in the and Applications
Project “Scuola Dei Conference
Compiti”
8 Teaching and (Kilicman et al., Procedia—Social 17
learning using 2010) and Behavioral
mathematics Sciences
software “the new
challenge”
9 Indonesian (Mailizar & Fan, Eurasia Journal of 15
teachers’ 2020) Mathematics,
knowledge of ICT Science and
and the use of ICT Technology
in secondary Education
mathematics
teaching

(Continued)

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Table 6. (Continued)

Publication
No. Document title Cite source Total citations
10 Towards (Hardman, 2019) Heliyon 15
a pedagogical
model of teaching
with ICTs for
mathematics
attainment in
primary school:
A review of studies
2008–2018
11 ICT integration in (Dockendorff & International 15
mathematics initial Solar, 2018) Journal of
teacher training Mathematical
and its impact on Education in
visualization: the Science and
case of GeoGebra Technology
12 The influence of (Lowrie, 2002) International 15
visual and spatial Journal of
reasoning in Computers for
interpreting Mathematical
simulated 3D Learning
worlds
Reference information from https://www.scimagojr.com/ on August 25, 2021

Moskofoglou, however, these two authors collaborated with several other authors (Doukakis et al.,
2010a, 2010b, 2010).

3.5. The most influential studies

Information about the most influential studies in this field is shown in Table 6.

These are the publications with the highest total citations among all publications on the application
of ICT in Mathematics education. The article with the highest total citations (48 citations recorded) is
from two authors, De Witte K., and Rogge N. on the effectiveness and efficiency of ICT for
Mathematics education published in Computers and Education (ranked 4/1319 in the field of
Education by Scopus) in 2014. The author of the article suggests that a correction for characteristics
related to the student population, teaching staff, administrative personnel, and school management
is warranted in the evaluation of the impact of ICT (De Witte & Rogge, 2014). With 47 citations, the
article by Trouche L. and Drijvers P. on Handheld Technology for Mathematics Education was pub­
lished in ZDM-International Journal on Mathematics Education (ranked 177/1319 in the field of
Education of Scopus) is the second on this list (Trouche & Drijvers, 2010). In the third position in
terms of citations is a study on the use of ICT in mathematics teaching in Ghana by Agyei D.D. and
Voogt J. in Education and Information Technologies (ranked 72/1319 in the field of Education of
Scopus; Agyei & Voogt, 2011). Some other topics that are also of interest to researchers are
Mathematics and ICT: a framework for conceptualizing secondary school mathematics teachers’
classroom practices (Crisan et al., 2007); Towards a pedagogical model of teaching with ICTs for
mathematics attainment in primary school (Hardman, 2019); Teaching and Learning using
Mathematics Software (Dockendorff & Solar, 2018; Kilicman et al., 2010; Lowrie, 2002)

3.6. Keyword analysis and research terms

Out of 205 published publications, the authors suggested 494 keywords in their publications, when
indexing in the database, Scopus added some keywords for classification. We conducted an
analysis of these keywords to identify the main research directions of the scholars. Keywords
that are not related to research trends such as article, student, teacher, research, etc. or keywords
related to this field of research being carried out such as ICT, Mathematics Education, Learning

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Figure 4. Keywords that appear

most in keywords of
publications.

Mathematics, Teaching Mathematics, Teaching, Learning, etc. are excluded from this analysis.
Keywords showing research trends on the use of ICT in mathematics education are shown in
Figure 4. Highly related keywords are grouped with similar colors, and the links between keywords
represent the times those keywords appear together in the publications, the size of the keyword
buttons represents the number of times the keywords appear in the publications.

Analyzing the occurrence of keywords in research and using ICT in mathematics education can
see that the authors are interested in many different research directions, and the research trend
with the most attention is E-Learning in Mathematics education (appearing in 20 studies—
accounting for 9.8%) in this direction. There are some prominent keywords are engineering
education, mathematical techniques, curricula, personnel training, etc.; The second keyword
group is the research direction of Realistic Mathematics Education, geometry, teaching method,
kindergarten, etc.; The third keyword group is related to the keywords such as Computer-Aided
Instruction, Integration, etc. The last group is less prominent including the main keywords:
Learning Systems, Learning Models, etc.

4. Conclusion
In this study, the authors use the bibliometric analysis method to analyze research trends, and the
development of publications related to the application of ICT in Mathematics Education, which is
indexed in the Scopus database. The authors used a 5-step process developed by Börner et al.,
2005) and Zupic and Čater (2015) proposed to conduct the study.

The main findings of this study are: 1) Although this is a potential research direction, the
number of studies on this topic is small. There were 205 studies published between 1999 and
2000 in scientific journals, conference proceedings, books, and volumes. Publications have mainly
appeared in recent years, especially in 2019 and 2020. The studies in this field tend to be
published in scientific journals and conference proceedings. 2) The studies on this topic have
not received due attention, the average number of citations is not large, and the publications are
mostly published on sources with low citation index; Scholars working on this topic tend to cite
journal articles more often than other sources. 3) Indonesia, Malaysia, and Australia are the most
influential countries in research on this topic. This research topic is not interested in studying by

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scientists from countries that are strong in educational science research such as the US, Canada,
Netherland, and the UK (Huang et al., 2019). This result is not similar to the studies on the
application of IT in physics education, according to which the countries with many publications on
the integration of ICT to physical education are: China, the USA, Spain, the UK, and Ukraine
(Cabrera, 2020; Sospedra Harding et al., 2021). International cooperation in general and coopera­
tion among authors in research in this field is not strong, mainly cooperation in small and
intermittent groups. 4) Some of the main research directions on this topic are E-learning, realistic
mathematics education, and Computer-aided teaching.

Research direction on the application of ICT in Mathematics education is a great potential and
importance. However, the number of studies on this topic is still modest. Education researchers
interested in the field can refer to the key research trends and impactful articles mentioned above.
Scholars also need to strengthen international cooperation further to improve the quality of
research in the coming time.

Funding Applications Conference (Vol. 1, pp. 432–437). IEEE

The authors received no direct funding for this research.
Author details
Thao Trinh Thi Phuong1
Nam Nguyen Danh2
Trinh Tuyet Thi Le3
Thao Nguyen Phuong4,5
Tuyen Nguyen Thi Thanh6
Cuong Le Minh7
E-mail: lmcuong@dthu.edu.vn
1
Department of Mathematics, Thai Nguyen University of
Education, Thai Nguyen University, Thai Nguyen,
Vietnam.
2
Training Committee, Thai Nguyen University, Thai
Nguyen, Vietnam.
3
Department of Primary and Nursery Education, Dong
Thap University, Dong Thap, Vietnam.
4
Faculty of Eduction, An Giang University, An Giang,
Vietnam.
5
Vietnam National University, Ho Chi Minh, Vietnam.
6
Faculty of Natural Sciences, Hung Vuong University, Phu
Tho, Vietnam.
7
Office of Academic Affairs,, Office of Academic Affairs,
Dong Thap University, Dong Thap, Vietnam,
lmcuong@dthu.edu.vn.
Disclosure statement
No potential conflict of interest was reported by the
author(s).
Citation information
Cite this article as: Research on the application of ICT in
Mathematics education: Bibliometric analysis of scientific
bibliography from the Scopus database, Thao Trinh Thi
Phuong, Nam Nguyen Danh, Trinh Tuyet Thi Le, Thao
Nguyen Phuong, Tuyen Nguyen Thi Thanh & Cuong Le
Minh, Cogent Education (2022), 9: 2084956.
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