Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis

Mathematics learning is illustrated as a developmental progression in the direction of concrete-to-abstract by educational theorists. Various studies rooted this notion were conducted past. This study aimed to profile landscape research which was published from 1968 2021. The bibliographic data 425 related publications retrieved Scopus database for bibliometric analysis. Descriptive analysis and regression performed publication trend. Then, author coupling carried out identify domains mathematics concrete abstract. findings show an increasing trend following exponential model. clustered into five domains: (i) ‘manipulatives arithmetic learning’; (ii) ‘mathematics students with disabilities’; (iii) ‘Concrete-Representational-Abstract sequence elementary teaching’; (iv) ‘Ideal (v) problem-solving autism spectrum disorder’. two emergent area are disorder’, have highest proportion since 2015. can help researchers understand current abstract, hence propose pathways future research.