Bibliometric analysis of studies on argumentation in mathematics education

The aim of this thesis study is to conduct a bibliometric analysis of articles on argumentation in mathematics education published in the Web of Science (WoS) database using VOSviewer software and to reveal research trends. A performance analysis of 174 articles published between 1995 and 2024 in the WoS database was carried out, including citation, co-citation, co-authorship, keyword co-occurrence, and bibliographic coupling analyses. The findings revealed that the most productive author with the strongest co-authorship network is "Conner, A."; The United States is the most productive and most cited country; most studies are in the "Education and Educational Research" research category; the articles are mostly indexed in ESCI and SSCI, and the predominant publication language is English. A significant increase in publications has been observed since 2016. It was also determined that the number of citations increased in parallel with the increase in the number of publications. The most highly cited publications are Selden and Selden (2003), Forman et al. (1998), and Krummheuer (2007); the most influential authors with the highest citations are "Conner, A.", "Isiksal-Bostan, M.", and "Ayalon, M.". The University of Georgia, University of Haifa, and Middle East Technical University are the institutions with the highest link strength. The United States, Turkiye, and Israel are countries with high link strength. The sources with the highest co-citation and link strength are Krummheuer (1995), Yackel (2002), Conner (2014), Inglis (2007), and Yackel (1996). The journals "Journal for Research in Mathematics Education", "Educational Studies in Mathematics", and "ZDM-Mathematics Education" are the most cited and most influential publications. The authors with the most citations and highest link strength are "Yackel, E.", "Stylianides, A.J.", and "Krummheuer, G.". In the keyword co-occurrence analysis, the concepts of "argumentation" and "proof" play a central role, and it is observed that the concept of argumentation is most frequently associated with "proof". When examining topic trends in the studies, based on the total link strength and frequency of keywords, it is seen that studies after 2020 focus on "technology" and "the teacher's role, support, and competencies."