35 years of fraction learning: Integrating systematic review and bibliometric analysis on a global scale

Abstract

Fraction learning is a fundamental yet challenging component of mathematical education, critical to students’ broader mathematical development. This study presents a comprehensive review of fraction learning research spanning the years 1989 to 2024, integrating a systematic literature review with bibliometric analysis to explore the evolution, trends and gaps in this domain. Utilizing data from the Web of Science database, we reviewed 725 articles, identifying key themes through co-citation analysis and categorizing the literature into three primary clusters: cognitive and conceptual understanding of fractions, developmental and educational aspects of fraction learning and teacher knowledge and its impact on mathematics teaching. Our findings reveal a shift from early research focused on conceptual foundations to more recent studies emphasizing educational interventions and teacher preparation. The analysis also highlights significant geographical imbalances, with most research originating from Western countries, particularly the USA. Despite advancements, critical gaps remain, particularly concerning the long-term retention of fraction knowledge and the effectiveness of adaptive learning strategies. This study underscores the importance of a multifaceted approach to improving fraction learning outcomes and calls for future research that addresses these gaps, particularly in diverse educational contexts. The findings provide valuable insights for educators, policymakers and researchers, guiding future efforts to enhance fraction education globally.