Geometry in Ethnomathematics Research Publication: Bibliometric Analysis

Abstract


Introduction
Geometry can be used in ethnomathematics, although there may be obstacles associated with teaching geometry using ethnomathematics methodologies. Sunzuma & Maharaj (2021c) discovered that the perspectives of geometry held by in-service mathematics instructors in Zimbabwe fall under the cultural, social, and practical dimensions of ethnomathematics. Sunzuma & Maharaj (2019) discovered that teacher-related barriers to the integration of ethnomathematics approaches into the teaching of geometry include a lack of understanding regarding ethnomathematics approaches and how to incorporate these approaches into the teaching of geometry. Massarwe et al. (2012) discovered that a new course entitled "Issues in Ethnomathematics: Teaching Geometry in Socio-Cultural Context" helped students significantly improve their content and pedagogical content knowledge in geometry, as well as comprehend the significance of ethnomathematical learning activities related to the students' own and other cultures. Putra et al. (2020) discovered the idea of field geometry at the Soko Tunggal Mosque and grouped triangles, squares, rectangles, rhombuses, circles, and reflections as geometry elements.
Using an ethnomathematics lens to examine geometry presents various obstacles. These challenges include lack of knowledge on ethnomathematics approaches and how to integrate them into the teaching of geometry; teachers' lack of knowledge of geometry content knowledge; teachers' perceptions of the geometry taught in schools; teachers' competence in teaching geometry; teaching and professional experience; and teachers' resistance to change (Sunzuma & Maharaj, 2019). Additionally, some skills are required to study geometry through an ethnomathematics lens, and these skills can be developed (Verner et al., 2019). In addition, doing ethnomathematical research presents methodological problems, such as questions about participants and knowledge holders, study languages, interviews and observations, familiarity (or lack thereof) with knowledge holders, mathematical analysis of cultural artefacts, etc. (Mosimege, 2012). Notwithstanding these obstacles, incorporating ethnomathematics into augmented reality technology can be advantageous for geometry study (Sudirman et al., 2020).
The study of geometry from the point of view of ethnomathematics has a number of advantages.
According to Fouze & Amit (2021), using an ethnomathematical approach in the classroom can be useful to students' learning of geometry. The studies of (Faqih et al., 2021;Sudirman et al., 2020;Sunzuma & Maharaj, 2021c) all suggest that there are advantages to studying geometry from an ethnomathematics perspective. Some of these advantages include increased learning interaction activities, improved understanding of concepts, and the provision of information related to ethnomathematics and local wisdom. As a consequence of this, it would appear that learning geometry from the point of view of ethnomathematics can be advantageous. However, in order to corroborate these findings, additional research is required.
On the topic of ethnomathematics, few academics have produced bibliometric studies. The majority of ethnomathematics research has been conducted through literature reviews so far. This article utilizes bibliometric analysis to visualize the evolution of geometric research in ethno-mathematics. This research analyses the development of research papers, articles with the largest number of citations, the most productive authors, and author keyword analysis. This is essential for providing an overview to empirical researchers in order for them to determine the novelty or research gaps in future studies so that they do not overlap with previous studies

Method Second Level Headings
The purpose of this study is to examine how research on geometry in ethnomathematics has developed over time using the Scopus database. At the end, a research map, current trends, and the most recent research topics connected to this topic will be disclosed. This can serve as a helpful overview for empirical researchers who are looking for uniqueness or originality in their research. This research used a method known as bibliometric analysis. A technique known as "bibliometric analysis" is a way of determining the patterns of study conducted on a specific subject through the use of statistics. An indepth exploration of scientific data is made possible by bibliometric analysis, which helps facilitate an understanding of the linkages, connections, and effects of the elements that are being evaluated in the field that is the subject of the study. Figure 1 provides a more in-depth look at the methodology that was applied in this study.

Figure 1. Research Scheme
Considering Figure 1 as a research scheme, the initial step is data mining. The Scopus database was subjected to data mining on February 18, 2023. Scopus was selected because it is a world-class indexer with comprehensive article metadata. The search keywords include "geometry" and "ethnomathematics" based on the title and abstract of the article. Double quotation marks ("") are used to lock phrases at the beginning and end of keywords. This means that only publications containing the terms "geometry" and "ethnomathematics" in the title, abstract, or keywords will be mined. This database solely contains journal papers. The second step is data visualization with the software RStudio Biblioshiny (Aria & Cuccurullo, 2017;Supriyadi, 2022aSupriyadi, , 2022bSupriyadi, Dahlan, Dasari, et al., 2022). This program was selected due to its prevalence in bibliometric analysis journal publications. The third step consists of interpreting and analyzing the data produced by the visualization, along with some discussion.

Main Information
The information in Table 1  The average number of co-authors per document was 2.68, and 7.143% of co-authorships were foreign.

Data Visualization
• Interpretation • Discussion

Data Analysis
Eventually, each of the 28 publications was a research article published in an academic journal.  dramatically climbed to five, followed by an even greater increase in 2020, when seven articles were generated. In 2021, six papers were published, and in 2022, that number dropped to four. This data shows that the popularity of geometry in ethnomathematics has increased, particularly between 2019 and 2020.The rise in the number of publications published throughout these years indicates that the area is increasing and that more scholars are examining the relationships between geometry and culture.

Figure 2. Annual Scientific Production about Geometry in Ethnomathematics
Nonetheless, it is important to note that no geometry-related studies have been published in ethnomathematics for some years. This could be due to a number of factors, including a loss of funding or interest, or a shift in research focus to other topics. But still, the general tendency indicates that the area is expanding, and it will be fascinating to observe its future development.  only generated a single article shows that study on the topic of geometry in ethnomathematics is still in its infancy. As the area expands and receives more attention, it is expected that more articles will be published in a larger variety of media. It is also important to note that the sources included in this table are not exhaustive, as there may be additional sources of papers linked to geometry in ethnomathematics that are not included in these statistics. So far, the data provides insight into some of the most pertinent research sources in this sector.  represents only a subset of authors in the topic of geometry in ethnomathematics; there may be other significant authors whose work is not included in these statistics. Until now, the data provides insight into the contributions of some of the most productive authors in this scientific field.

Most Relevant Affiliation
The table lists the affiliations of the most relevant geometry-related papers in ethnomathematics, together with the number of publications published by each affiliation. "Universitas Bengkulu" is the affiliate with the most number of articles generated in this area of research, with seven articles. "Bindura University of Science Education" follows closely behind with six articles. Both institutions have generated a substantial number of articles in the field of geometry in ethnomathematics, suggesting that they are likely leaders in this area of study. With five articles produced, "Universitas Muhammadiyah Surakarta (UMS)" is the third most prolific affiliation. This indicates that this institution has a major presence in the field of geometry in ethnomathematics and has made substantial contributions to this area of study. The remaining affiliations each generated two to four articles, including "the University of KwaZulu-Natal," "Technion -Israel Institute of Technology," "Universitas Ahmad Dahlan," "Universitas Pendidikan Indonesia," "Benue State University," and "Emirates College for Advanced Education."

Figure 4. Most Relevant Affiliations about Geometry in Ethnomathematics
The findings indicate that Universitas Bengkulu and Bindura University of Science Education have made the biggest contributions to the field of geometry in ethnomathematics. This may be owing to the availability of specialist programs or research institutes at these institutions that focus on this field of study. It is important to note that this table represents only a subset of the affiliations in the field of geometry in ethnomathematics; there may be other affiliations whose work is valuable but is not included in these statistics. Even, the data provides insight into some of the most active research institutes in this subject and their contributions.

Most Cited Document
The following table provides details on the papers that have been cited the most frequently in the field of ethnomathematics, including the titles of the papers, their DOIs, and the total number of times each publication has been cited. The piece of writing titled "ACHOR EE, 2009, EDUC RES REV" has a total of 23 citations, making it the piece of writing with the highest total number of citations. The following two works, "VERNER I, 2013, J MATH BEHAV" and "OWENS K, 2014, INT J SCI MATH EDUC," each have a total of 16 and 13 citations, respectively, in their respective journals. The number of cumulative citations for the remaining papers on the list ranges from 10 to 3.  (Faiziyah et al., 2020) 3 Table 6 displays the terms that appear most frequently in the context of geometry in ethnomathematics.

Most Frequent Words
There is a total of 22 occurrences of the word "ethnomathematics," making it the most prevalent term.
As ethnomathematics is the study of the link between mathematics and culture, and geometry is a branch of mathematics, this is not surprising. The term "geometry" appears 12 times, making it the second most frequent term. As the table is about the development of geometry in ethnomathematics, this is expected. The use of the term "ethnomathematics methods" six times indicates that scholars are interested in applying ethnomathematics to the teaching of geometry.

Figure 5. Most Frequent Words about Geometry in Ethnomathematics
Each of the terms "culture" and "teaching" appears four times, indicating that ethnomathematics focuses heavily on how culture influences the teaching of geometry. Three uses of the term "learning" indicate that scholars are also interested in how students learn geometry within the framework of ethnomathematics. The table also contains the terms "elementary school," "multicultural mathematics," "problem-solving," and "achieving." These terms show that scholars are interested in how to teach geometry to students from varied backgrounds using culturally relevant and inclusive methods.

Conclusion
Examining the annual production of geometry-related papers in ethnomathematics reveals an annual variability in the number of articles published. Between 2007 and 2022, the number of articles ranged from 0 to 7, with the largest number created in 2020. The most pertinent sources, authors, affiliations, and cited documents in the topic of geometry in ethnomathematics were identified next. The most-cited documents examined the use of ethnomathematics approaches to mathematics teaching and learning, notably in elementary schools. In the literature, terms such as "ethnomathematics," "geometry," "culture," "teaching," "learning," and "problem-solving" appeared most frequently. The statistics shown in the tables suggest that the study of geometry in ethnomathematics is a new and expanding area, with an emphasis on the application of ethnomathematics approaches to mathematics instruction and learning. This field has the potential to make mathematics more accessible and meaningful to students from varied cultural backgrounds, as well as to improve their mathematical performance.

Recommendations
The data suggests numerous ways to develop ethnomathematics geometry.