Mapping the Intellectual Landscape of Critical Mathematics Education: A Systematic Retrospective (2000-2025)
Journal for Critical Education Policy Studies, cilt.24, sa.2, ss.293-355, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 24 Sayı: 2
- Basım Tarihi: 2026
- Dergi Adı: Journal for Critical Education Policy Studies
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Education Source Ultimate (EBSCO)
- Sayfa Sayıları: ss.293-355
- Anahtar Kelimeler: critical mathematics education, emancipatory pedagogy, neoliberal critique, science mapping, social justice
- Süleyman Demirel Üniversitesi Adresli: Evet
Özet
Critical Mathematics Education (CME) positions mathematics classrooms as sites where learners develop critical consciousness, democratic agency, and engagement with the socio-political dimensions of mathematical knowledge. CME draws on the Freirean and Frankfurt School traditions to assert that mathematics education is not a politically neutral enterprise, but a site where structures of oppression are either reproduced or contested. Despite the theoretical richness of its foundations, the intellectual structure of CME scholarship has not been comprehensively mapped. This study addresses that gap through a systematic bibliometric analysis of 160 indexed scholarly publications from 2000 to 2025, drawn from the Web of Science and Scopus databases. A science mapping approach was employed, incorporating network and temporal analyses to trace the field’s conceptual evolution. The analysis is framed reflexively: citation databases are treated as commercial infrastructures whose coverage encodes linguistic and economic hierarchies that CME itself sets out to critique. Educational Studies in Mathematics emerged as the leading publication outlet, while Ole Skovsmose was the central foundational figure in the co-citation structure. Fourteen thematic groupings, read alongside timeline and time-zone visualisations, supported three broad phases: an epistemological formation phase (2000-2009), a pedagogical and teacher-oriented expansion phase (2010-2018), and a socio-political diversification phase (2019-2025) marked by climate change, decolonial perspectives, translanguaging and critical citizenship. Despite CME’s dialogic commitments, collaboration networks remained fragmented. The study offers a reflexive map of the indexed CME literature and identifies both its emerging directions and the exclusions produced by the infrastructures through which that literature becomes visible.