A bibliometric–systematic literature review of mathematical problem-solving research in elementary education

Abstract

Mathematical problem-solving is a fundamental competency in elementary mathematics education, enabling students to develop conceptual understanding, logical reasoning, and the ability to apply mathematical knowledge in real-life situations. Despite the growing body of research on this topic, a comprehensive understanding of publication trends, major research themes, and future research directions remains limited. This study employed a Bibliometric–Systematic Literature Review (B-SLR) to examine the development and future prospects of research on mathematical problem-solving in elementary education. A total of 67 Scopus-indexed journal articles published between 2000 and 2026 were analyzed using bibliometric mapping and thematic synthesis. The findings revealed a substantial increase in publications during the last five years, indicating growing scholarly interest in this field. Research contributions were primarily concentrated in European and East Asian countries, accompanied by increasing international collaboration among researchers. The thematic analysis identified four dominant research themes: general problem-solving strategies, word-problem-solving, arithmetic and number skills, and mathematical reasoning and thinking processes. The findings also revealed increasing attention to executive functions, metacognition, computational thinking, STEM-oriented learning, and technology-enhanced instructional approaches, reflecting the interdisciplinary nature of contemporary research. The synthesis highlighted several research gaps, including the uneven distribution of research topics, the predominance of short-term and cross-sectional studies, and the limited integration of cognitive, affective, and linguistic dimensions in mathematics learning. Furthermore, the use of advanced digital technologies to support mathematical problem-solving remains relatively limited, while studies conducted in multicultural and diverse educational contexts are still scarce. Future research should prioritize longitudinal and cross-cultural investigations, integrative learning approaches that combine cognitive, affective, and social dimensions, and the implementation of emerging technologies such as virtual reality (VR), augmented reality (AR), digital learning tools, and artificial intelligence (AI). Overall, this study provides a comprehensive overview of research trends, gaps, and future directions in mathematical problem-solving in elementary education.