A bibliometric review of studies on mathematics teacher professional development with an emphasis on mathematics coaching research

The professional development of mathematics teachers stands as a cornerstone in advancing pedagogical practices and enhancing educational outcomes. Examining the significance of professional growth for mathematics teachers becomes imperative in fostering effective teaching methodologies and enriching students' learning experiences. This bibliometric analysis of 514 articles on Mathematics Teacher Professional Development (MTPD) investigates the realm of professional development among mathematics teachers working at different school levels, specifically centering on the domain of mathematics coaching research. The analysis systematically explores the existing literature on professional development initiatives for mathematics teachers, highlighting the concept of mathematics coaching. The results show that in recent years, studies on MTPD have shifted their focus toward coaching studies. The analysis of 65 coaching-focused articles revealed highlights of the core attributes of mathematics coaching, the impact of mathematics coaching, and mathematics coaching models and strategies and complexity of mathematics coaching.