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All Journal Journal of Advanced Sciences and Mathematics Education
Dede Suratman
Universitas Tanjungpura, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Integrating environmental sustainability and values in mathematics education: A comparative bibliometric analysis and framework for sustainable mathematics learning (2005–2026) Aisyah Purnama Dewi; Agung Hartoyo; Nurfadilah Siregar; Hamdani; Dede Suratman
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1528

Abstract

Background: Environmental sustainability and values-oriented mathematics education have gained increasing scholarly attention, yet their conceptual and intellectual connections remain insufficiently mapped. Aims: This study aimed to compare the knowledge structures of these research domains, assess their observable convergence, and formulate an integrative agenda for sustainable mathematics learning. Method: A comparative bibliometric analysis was conducted using English-language Scopus records published between 2005 and 2026. The analysis included mathematics × environment (n = 209) and mathematics × values/ethnomathematics (n = 362) corpora, with an environment × values corpus (n = 3,853) serving as a contextual benchmark. Publication performance, geographical distribution, journals, co-authorship, keyword co-occurrence, co-citation, and bibliographic coupling were examined. Results: Limited convergence was identified. Only three records emerged from the direct three-block search, while four overlap candidates were found among 567 deduplicated focal records (0.71%). The environmental corpus centered on sustainability, climate, and modelling, whereas the values corpus emphasized ethnomathematics, culture, local wisdom, and character. Conclusion: The findings demonstrate distinct yet potentially complementary knowledge structures. The proposed ESME-V framework connects cognitive-ecological literacy, affective-ethical engagement, and spiritual-cultural grounding as a testable framework for advancing sustainable mathematics learning.
Co-Authors Agung Hartoyo Aisyah Purnama Dewi Hamdani Nurfadilah Siregar