Evolution and Trends in Mathematical Argumentation in Higher Education: A Bibliometric Review

Abstract

Mathematical argumentation constitutes an essential skill in university education, playing a decisive role in the development of critical thinking and advanced logical reasoning within higher education contexts. This study analyzed the evolution and trends of scientific production in mathematical argumentation in higher education through bibliometric analysis. A total of 128 documents were examined and extracted from the Dimensions, Scopus, and Web of Science databases via bibliometric techniques implemented via Bibliometrix in RStudio and VOSviewer. The results revealed a significant increase in scientific output since 1995, with a notable rise after 2007, although the citation impact did not increase proportionally. Scientific collaboration was concentrated in institutions in Germany, the United Kingdom, and the United States, with a limited network of international cooperation. The analysis of conceptual structures identified "mathematical argumentation," "mathematical reasoning," and "critical thinking" as central thematic cores, highlighting an evolution from approaches centered on formal logic toward paradigms integrating cognitive, metacognitive, and technological dimensions. This study underscores the need to strengthen global academic networks—particularly in emerging regions—to develop integrative theoretical frameworks and design more effective strategies to increase the citation impact of research. Future research should broaden the scope through the use of multiple databases, explore the impact of new technologies on the teaching of mathematical argumentation, and examine how argumentative skills develop across different cultural and educational contexts.

Received: 24 March 2025 / Accepted: 17 June 2025 / Published: 05 July 2025