# Visualizing Status, Hotspots, and Future Trends in Mathematical Literacy Research via Knowledge Graph

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## Abstract

**:**

## 1. Introduction

## 2. Sources and Research Methods

#### 2.1. Data Sources and Screening

#### 2.2. Research Method

## 3. Results Analysis

#### 3.1. Analysis of Publication Trends

#### 3.2. Analysis of Research Actives

#### 3.2.1. Analysis of Country/Region

#### 3.2.2. Analysis of Organizations

#### 3.2.3. Analysis of Authors

#### 3.2.4. The Foundation of Mathematical Literacy Research

## 4. Research Hotspot and Evolution Analysis

#### 4.1. Keyword Co-Occurrence Analysis

_{s}to node $t$, and ${n}_{st}^{i}$ is the number of shortest paths passing through node $i$ among ${g}_{st}$ shortest paths from node s to node $t$. As can be seen from Table 5, among the keywords with more than 20 occurrences are “achievement”, “children”, “working memory”, “ability”, “gender difference”, “literacy”, and academic achievement. It shows that these keywords have received extensive attention in the field of mathematical literacy research.

#### 4.2. Keyword Cluster Analysis

#### 4.2.1. Children’s Working Memory and Mathematical Literacy

#### 4.2.2. Brain Science and Mathematical Literacy

#### 4.2.3. Math Achievement and Mathematical Literacy

#### 4.2.4. Teaching Strategies for Generating Mathematical Literacy

#### 4.3. Research Evolution Trend Analysis

## 5. Conclusions and Future Works

## Author Contributions

## Funding

## Institutional Review Board Statement

## Informed Consent Statement

## Data Availability Statement

## Conflicts of Interest

## References

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**Figure 1.**The annual number of published articles. (The broken blue line represents the annual publication volume, and the red scatter is the trend of annual publication volume obtained by fitting the exponential function between the annual publication volume and the year.)

**Table 1.**The countries/regions with more than 13 publications and their numbers of published articles.

Country | Number of Published Articles | LCS | GCS |
---|---|---|---|

USA | 218 | 299 | 6404 |

England | 53 | 27 | 1478 |

Germany | 44 | 62 | 1206 |

Australia | 41 | 28 | 430 |

China | 29 | 23 | 672 |

Canada | 29 | 128 | 1684 |

Holland | 26 | 63 | 730 |

Spain | 26 | 10 | 295 |

South Africa | 20 | 10 | 156 |

Belgium | 15 | 5 | 52 |

Turkey | 13 | 5 | 78 |

Sweden | 13 | 4 | 177 |

Institution | Number of Published Articles | Local Citation Score (LCS) | Global Citation Score (GCS) | Country |
---|---|---|---|---|

University of Utrecht | 14 | 22 | 426 | Holland |

Purdue University | 14 | 55 | 327 | the United States |

Vanderbilt University | 11 | 13 | 189 | the United States |

University of Illinois | 11 | 52 | 539 | the United States |

Katholieke University Leuven | 9 | 4 | 185 | Belgium |

University of Oslo | 9 | 2 | 57 | Norway |

University Missouri | 8 | 8 | 200 | the United States |

Australian Catholic University | 8 | 2 | 27 | Australia |

Beijing Normal University | 8 | 8 | 835 | China |

Carleton University | 7 | 71 | 762 | Canada |

University of Oregon | 7 | 7 | 155 | the United States |

The University of Western Ontario | 7 | 37 | 544 | Canada |

Stanford University | 6 | 0 | 55 | the United States |

Emory University | 6 | 10 | 278 | the United States |

University of Oxford | 6 | 3 | 128 | England |

University of Granada | 6 | 4 | 174 | Spain |

leibniz Inst Educ trajectories | 6 | 1 | 22 | Germany |

Carnegie Mellon University | 6 | 3 | 248 | the United States |

The University of Iowa | 6 | 17 | 159 | the United States |

NYU | 6 | 3 | 110 | the United States |

University of California, Berkeley | 6 | 1 | 63 | the United States |

University of Cape Town | 6 | 2 | 15 | South Africa |

University of Hong Kong | 6 | 7 | 199 | China |

University of Texas at Austin | 6 | 2 | 30 | the United States |

University of Helsinki | 6 | 22 | 213 | Finland |

Author | Recs | LCS | GCS |
---|---|---|---|

Purpura D.J. | 14 | 88 | 502 |

Ansari D. | 8 | 37 | 551 |

Grabner R.H. | 8 | 32 | 444 |

Van Luit J.E.H. | 8 | 21 | 337 |

Verschaffel L. | 7 | 2 | 52 |

Price G.R. | 6 | 7 | 138 |

Aunio P. | 5 | 22 | 196 |

Ebner F. | 5 | 30 | 381 |

Geary D.C. | 5 | 8 | 193 |

Gnambs T. | 5 | 0 | 12 |

LeFevre J.A. | 5 | 71 | 726 |

Lourenco S.F. | 5 | 9 | 237 |

Reishofer G. | 5 | 30 | 381 |

Schmitt S.A. | 5 | 2 | 41 |

Authors | Title | References Cited Times | Year |
---|---|---|---|

Muthen L., et al. [45] | MPLUS USERS GUIDE | 24 | |

Schneider, Michael, et al. [52] | Associations of nonsymbolic and symbolic numerical magnitude processing with mathematical competence: A meta-analysis | 16 | 2017 |

Nguyen, Tutrang, et al. [50] | Which preschool mathematics competencies are most predictive of fifth grade achievement? | 13 | 2016 |

Holloway, I.D., and Ansari, D. [48] | Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement | 13 | 2009 |

Missall, Kristen, et al. [51] | Home numeracy environments of preschoolers: Examining relations among mathematical activities, parent mathematical beliefs, and early mathematical skills | 12 | 2015 |

De Smedt, et al. [53] | How do symbolic and nonsymbolic numerical magnitude processing relate to individual differences in children’s mathematical skills? A review of evidence from brain and behavior | 12 | 2013 |

Thompson, et al. [49] | Age-related differences in the relation between the home numeracy environment and numeracy skills | 12 | 2017 |

Purpura, D.J., and Reid, E.E. [47] | Mathematics and language: Individual and group differences in mathematical language skills in young children | 10 | 2016 |

Gilmore, Camilla, et al. [46] | Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement | 10 | 2013 |

Count | Centrality | Year | Keywords | Count | Centrality | Year | Keywords |
---|---|---|---|---|---|---|---|

97 | 0.12 | 1995 | achievement | 31 | 0.00 | 2009 | early numeracy |

78 | 0.20 | 1995 | children | 29 | 0.08 | 1995 | language |

70 | 0.03 | 2007 | Individual difference | 28 | 0.00 | 2010 | education |

69 | 0.10 | 2002 | working memory | 28 | 0.04 | 2006 | number sense |

57 | 0.07 | 1997 | skill | 26 | 0.00 | 2009 | executive function |

55 | 0.05 | 2001 | mathematics | 25 | 0.08 | 2011 | school readiness |

55 | 0.01 | 1999 | performance | 24 | 0.11 | 1999 | gender difference |

55 | 0.09 | 2002 | student | 24 | 0.01 | 2011 | predictor |

49 | 0.00 | 2007 | knowledge | 24 | 0.12 | 2007 | literacy |

38 | 0.01 | 2008 | mathematical literacy | 23 | 0.01 | 2010 | math |

37 | 0.00 | 2007 | mathematical competence | 23 | 0.26 | 2003 | academic achievement |

35 | 0.00 | 2009 | kindergarten | 22 | 0.01 | 1998 | number |

34 | 0.21 | 2001 | ability | 22 | 0.07 | 2008 | representation |

31 | 0.02 | 1997 | quantitative literacy |

Cluster ID | Size | Silhouette | Mean (Year) | Label |
---|---|---|---|---|

0 | 28 | 0.908 | 2008 | Mathematical literacy |

1 | 26 | 0.936 | 2008 | Working memory |

2 | 24 | 0.851 | 2013 | Parietal cortex |

3 | 21 | 0.94 | 2013 | Math performance |

4 | 19 | 0.921 | 2007 | Mathematical education |

5 | 19 | 0.833 | 2012 | Early childhood |

6 | 18 | 0.89 | 2010 | Parental beliefs |

7 | 18 | 0.971 | 2012 | Fractions |

8 | 17 | 0.971 | 2009 | Cognitive development |

9 | 16 | 0.918 | 2015 | Student |

10 | 15 | 0.951 | 2012 | Academic performance |

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**MDPI and ACS Style**

Chen, X.; Zhou, J.; Wang, J.; Wang, D.; Liu, J.; Shi, D.; Yang, D.; Pan, Q.
Visualizing Status, Hotspots, and Future Trends in Mathematical Literacy Research via Knowledge Graph. *Sustainability* **2022**, *14*, 13842.
https://doi.org/10.3390/su142113842

**AMA Style**

Chen X, Zhou J, Wang J, Wang D, Liu J, Shi D, Yang D, Pan Q.
Visualizing Status, Hotspots, and Future Trends in Mathematical Literacy Research via Knowledge Graph. *Sustainability*. 2022; 14(21):13842.
https://doi.org/10.3390/su142113842

**Chicago/Turabian Style**

Chen, Xiaohong, Jincheng Zhou, Jinqiu Wang, Dan Wang, Jiu Liu, Dingpu Shi, Duo Yang, and Qingna Pan.
2022. "Visualizing Status, Hotspots, and Future Trends in Mathematical Literacy Research via Knowledge Graph" *Sustainability* 14, no. 21: 13842.
https://doi.org/10.3390/su142113842