The innovation of Internet technology has led to the widespread application of Big Data across various industries and fields, significantly shaping people’s knowledge systems and lifestyles (Özdemir and Hekim, 2018). The advent of the Big Data era means an explosion of information, and analytical thinking enables people to extract key insights from massive amounts of data to support data-driven decision-making (Sarker, 2021). This way of thinking also has a positive impact on innovation, scientific research and career competitiveness, helping to solve global challenges and improve media and information literacy (Meissner and Shmatko, 2019; Walker et al., 2022).

Analytical thinking is not only a competitive advantage for individuals and organizations but also an indispensable competency that drives social progress and sustainable development (Güner and Erbay, 2021). It is a complex process that aids in understanding intricate problems, making informed decisions, and advancing scientific research and innovation (Graesser et al., 2018). This critical thinking skill involves deep thinking, comprehending information, breaking down problems, evaluating evidence, and generating reasoned ideas and conclusions (Chang et al., 2022). As society faces complex and ever-changing challenges, analytical thinking helps in developing a deeper understanding of these problems, thus supporting the development of effective solutions (Maani and Shanti, 2023). Therefore, fostering and promoting analytical thinking is crucial to better address the complexities and challenges of modern society (Coulson and Thomson, 2006).

Analytical thinking is different from synthetical thinking and creative thinking and is a part of systemic thinking and critical thinking. The difference between analytical thinking and synthetical thinking is decomposition and aggregation, one is identifying differences and the other is finding similarities and the other is finding similarities. Creative thinking is relating or creating previously unrelated things or ideas, while analytical thinking contributes to creativity (Cromwell et al., 2023). Systemic thinking is a simple thinking technique for gaining systemic insight into complex situations and problems (Nguyen et al., 2023). Its basic idea is to list more different elements, which is consistent with analytical thinking. Regarding critical thinking, its definition is complex and esoteric and has changed in recent years, and some of the definitions of critical thinking include analytical thinking (Lau, 2024). Facione (2015) mentioned that critical thinking is the ability to interpret, analyze, evaluate, infer, explain, and self-regulate when dealing with various types of information and situations. Paul and Elder (2013) described it as the disciplined art of ensuring that you use the best thinking you are capable of in any set of circumstances. Halpern (2013) emphasized that critical thinking involves the use of cognitive skills and strategies that increase the probability of a desirable outcome, such as analyzing facts, generating and organizing ideas, defending opinions, making comparisons, drawing inferences, evaluating arguments, and solving problems. Ennis (2018) noted that it involves reflective and reasonable thinking focused on deciding what to believe or do.

Analytical thinking is a crucial tool for understanding complex situations, particularly in mathematics education, where it involves two main abilities: breaking down mathematical problems to assess their components and applying deep analysis to find insightful solutions. This approach is essential for developing the key skills needed to understand and solve mathematical problems effectively. Dwyer et al. (2014) proposed a framework for critical thinking that includes cognitive competencies like interpretation and analysis, as well as reflective dispositions. Abrami et al. (2015) introduced a “Four-Dimensional Model” for critical thinking, which emphasizes explanation, evaluation, inference, and decision-making as key components. This model highlights the ability to scrutinize arguments and recognize logical errors, assess evidence validity, and identify inconsistencies. Some research focuses on individual differences in analytical thinking. Toplak et al. (2014) explored cognitive abilities and biases in reasoning, while Pennycook and Rand (2020b) examined how people often overestimate their analytical thinking abilities. Baron (2012) discussed the role of analytical thinking in decision-making and problem-solving.

Analytical thinking is valuable in academia, education, business, and daily life. It aids decision-making (Sofi et al., 2023) by helping individuals make informed choices, and in problem-solving (Almulla and Al-Rahmi, 2023) by breaking down complex issues. Additionally, it drives innovation and creativity, fostering connections across different fields. In education, analytical thinking is essential for developing problem-solving skills, promoting independent learning, and strengthening critical thinking (Nilimaa, 2023; Jamil et al., 2024). It also plays a key role in scientific research, helping students design experiments, analyze data, and formulate hypotheses (Marnı et al., 2020). Furthermore, it encourages interdisciplinary thinking and helps students connect knowledge across various disciplines (Gardiner, 2020).

In mathematics education context, it is not only helping students to understand mathematical concepts more deeply, but also develops the key skills they need when solving mathematical problems. Through analytical thinking, students are able to break down complex problems into smaller parts, reason logically, prove theorems, think abstractly, and apply mathematics to real-life problems in modelling and data analysis. In addition, analytical thinking stimulates students’ spirit of exploration and discovery, enabling them to ask questions and discover mathematical patterns on their own (Kholid et al., 2020). Analytical thinking prepares students for their future careers, as many careers require analytical thinking skills (Rios et al., 2020). Ultimately, analytical thinking encourages innovation and creativity and develops students’ ability to think of novel solutions (AlAli, 2024).

Although the importance of analytical thinking is well recognized, current research has some shortcomings. Firstly, education systems often emphasize memorization and standardized tests over analytical thinking development (Dorji, 2023), resulting in students excelling in knowledge but lacking critical thinking skills (Fischer et al., 2020). Secondly, measuring analytical thinking remains challenging due to inconsistent standards. Additionally, cultural and social differences affect the development of analytical thinking, necessitating further research to find universally applicable methods (Paul and Elder, 2006; Sternberg and Halpern, 2020). Furthermore, as technology advances, the risk of information overload and misinformation increases, highlighting the need for better analytical skills in the digital age (Pennycook and Rand, 2020a).

For these reasons, conducting a Systematic Literature Review (SLR) focused on the year and country of studies related to analytical thinking is essential. By analyzing research trends across different years and countrys, the SLR can identify gaps in how analytical thinking is emphasized or overlooked in various educational systems. It can also reveal patterns in the development of analytical thinking, shedding light on the impact of cultural, social, and technological factors. This comprehensive review will help establish more consistent standards and guide future research toward developing universally applicable methods to improve analytical thinking skills globally.

The motivation for conducting this SLR stems from the need to address the gaps in the current understanding of analytical thinking’s development and measurement. This study is important because it systematically classifies existing research by year and country, providing insights into global trends and areas needing further exploration. By identifying these patterns, the study benefits educators, policymakers, and researchers by highlighting effective strategies and areas where analytical thinking is underdeveloped. This is crucial for advancing knowledge, as previous research has often lacked a comprehensive overview of how analytical thinking is approached worldwide. Understanding these classifications will help tailor educational strategies to different cultural contexts and improve analytical thinking skills globally.

In order to enhance the understanding and development of analytical thinking in mathematics education, it is essential to examine the distribution and focus of existing literature. Therefore, this study aims to classify prior research on analytical thinking based on publication year and country. Specifically, the study has two objectives: (1) to analyze publication trends over time to identify growth patterns, and (2) to examine the country distribution of studies across various nations, such as Indonesia, the United States, and Malaysia, to gain insights into the global landscape of research. By addressing these trends and gaps, the study seeks to inform and refine educational strategies and policies, ensuring that analytical thinking in mathematics is effectively promoted across diverse cultural contexts.

A Systematic Literature Review (SLR) is a research methodology used to collect, assess and summarise existing literature on a specific topic or research question in a comprehensive and organised manner. Systematic reviews are widely utilized in scientific research, academic studies, and policy development to offer comprehensive and current summaries of knowledge (Page et al., 2021). In this study, all articles should be related to “analytical thinking,” and the main goal is to conduct a comprehensive search for academic research on analytical thinking, especially for mathematics students, in order to make a compendium for subsequent research. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, this study seeks to classify studies on analytical thinking based on year and country (Page et al., 2021; Rethlefsen et al., 2021). The PRISMA framework ensures a transparent, methodical approach to the literature review process, encompassing key steps such as defining research objectives, conducting extensive searches, evaluating and extracting data, assessing quality, analyzing findings, and presenting conclusions (Tricco et al., 2018). This rigorous approach not only provides a comprehensive understanding of the current state of research but also identifies gaps in knowledge and offers reliable evidence to inform decision-making. The keywords used during the article searching process include basic terms related to the topic of study as well as information related to the question of this study, such as “Analytical Thinking,” “Mathematical Thinking,” “Critical Thinking,” “Thinking” as well as other keywords as listed in Table 1.

This study adopts a SLR approach following the PRISMA guidelines to ensure a transparent and rigorous review process. The review focuses on classifying research related to analytical thinking in mathematics education by year and country. A total of 21 articles were included based on predefined inclusion and exclusion criteria, as outlined in Table 2. These articles were selected because they met the research objectives and passed the filtering process. Across the reviewed literature, common research methods include qualitative, quantitative, and mixed-method approaches. Many studies employed established theoretical frameworks, such as Bloom’s Taxonomy, critical thinking models, or analytical thinking process models. Frequently used assessment tools include structured observations, standardized tests, and task-based evaluations aimed at measuring students’ analytical thinking abilities.

For objective number one, the study spans from year 1996 to present, revealing an increasing trend in research as year progresses. For objective number two, the study identifies a focus on various countries including Indonesia, the United States, Thailand, Colombia, Pakistan, Malaysia, Germany, Spain, and Turkey, aiming to comprehend the international landscape of research on analytical thinking. Table 2 reports the analysis of the articles accepted and studied within the scope of this research, detailing the author, year, country, title, and objectives of each study.

The growing prominence of analytical thinking in mathematics education is evidenced by recent trends observed in global research.

For the first objective, the increase in research activity after 2020 reflects a growing recognition of the need for analytical thinking to address the complexities of modern education, as highlighted by the systematic literature review methodology used in this study (Page et al., 2021). This trend underscores the pivotal role that analytical thinking plays not only in improving students’ cognitive abilities but also in fostering critical thinking and problem-solving skills essential for academic and professional success (Abrami et al., 2015). In mathematics education specifically, analytical thinking enables students to deconstruct mathematical problems, identify logical steps, and apply reasoning to reach solutions. Several studies included in this review applied interventions such as problem-based learning (Purba and Azis, 2022) and mathematical proof tasks (Faizah et al., 2020), which have shown to significantly enhance students’ analytical performance.

The fluctuation in research activity over year, particularly the surge in publications in 2021, can be attributed to several factors, including the impact of the COVID-19 pandemic and the growing recognition of the importance of analytical thinking in addressing complex educational challenges (Zhu and Liu, 2020). The pandemic led to a temporary decline in research productivity as institutions worldwide grappled with unprecedented disruptions. However, the subsequent rebound in 2021 and 2022 reflects a rapid adaptation to the new normal, where researchers increasingly focused on addressing the educational challenges exacerbated by the pandemic. This surge is consistent with the broader global trend of prioritizing research on analytical and critical thinking as essential skills in navigating complex, data-driven environments (Sarker, 2021). Additionally, the increased attention to these skills during and after the pandemic underscores the urgency of equipping students with the ability to think critically in uncertain times (Page et al., 2021).

For the second objective, factors related to countries have also played a crucial role in shaping the current landscape of analytical thinking research. In terms of countries distribution, Indonesia has emerged as a significant contributor to the body of research on analytical thinking, particularly in the field of mathematics education. Several factors contribute to this high output. Firstly, Indonesia’s educational policies have increasingly emphasized the importance of STEM (Science, Technology, Engineering, and Mathematics) education, which naturally fosters analytical thinking skills (Wijaya et al., 2023). Furthermore, Indonesia has made substantial investments in research and development, particularly in educational research, aiming to improve national educational standards and global competitiveness. This emphasis on research is also supported by international collaborations and a growing number of research institutions focused on educational innovation. Additionally, the cultural context in Indonesia, which values educational attainment and intellectual development, further encourages scholarly activity in this area. These factors combined have positioned Indonesia as a leading nation in contributing to the global discourse on analytical thinking in education (Huincahue et al., 2021). Thus, both year and country factors have played crucial roles in shaping the current landscape of research on analytical thinking.

The articles chosen for this systematic literature review highlight the critical role of analytical thinking in enhancing cognitive processes and problem-solving abilities in educational settings, making a significant contribution to the theoretical understanding of analytical thinking. Beyond theoretical contributions, several studies also proposed practical frameworks for classroom implementation. For example, instructional strategies such as open-ended problem solving and task-based assessments were commonly used to cultivate analytical thinking in mathematics (Anggoro et al., 2021; Kesorn et al., 2020).

Recent research has emphasized the necessity of developing analytical thinking skills as foundational for academic success and lifelong learning (Cromwell et al., 2023). However, instead of reiterating this conclusion, it is important to highlight what works well and why. For instance, task-based assessments proved more effective than standardized tests in evaluating students’ reasoning processes (Kesorn et al., 2020). Conversely, some studies noted difficulties in implementing abstract proof-based thinking tasks due to students’ prior conceptual gaps (Faizah et al., 2020).

Moreover, the practical implications of these findings are far-reaching, as they provide valuable insights for educators, policymakers, and practitioners aiming to foster analytical skills in students. By integrating analytical thinking into curricula, educational systems can better prepare students to navigate complex challenges in both academic and real-world contexts (Almulla and Al-Rahmi, 2023). These insights align with the growing recognition of the importance of analytical and critical thinking in the 21st century, particularly in STEM education (AlAli, 2024).

To enhance future efforts, it is recommended that teacher training programs emphasize how analytical thinking can be nurtured through specific math tasks, such as proof construction, data modeling, and algebraic reasoning. Likewise, curriculum designers should consider integrating interdisciplinary elements and educational technologies that support analytical skill development across diverse cultural contexts.

Analytical thinking is a cornerstone of mathematical learning, and it plays an important role in developing students’ deep thinking, problem-solving, and critical thinking skills. Therefore, educational practice can further draw on the findings of analytical thinking research to design more effective teaching strategies and curricula to promote students’ academic performance and thinking development. This provides an important reference point for educational reform and innovation in teaching methods.

The purpose of this study is to systematically review and summarize the trends in the field of mathematical analytical thinking, specifically focusing on year and country patterns. Analytical thinking, which involves deeply understanding and dissecting information, is crucial in today’s data-rich society. In education, it enhances students’ ability to think deeply, deconstruct problems, and evaluate evidence, thereby improving academic performance and critical thinking skills. However, previous research has not thoroughly examined the research patterns of analytical thinking, particularly in terms of year and country classifications. This study classified relevant studies by year and country to better understand these trends. It can be concluded that the observed fluctuation in research activity, with a sharp increase in 2020, 2021, and 2022, can be attributed to the accumulation of articles during the COVID-19 pandemic, which led to a surge in studies. The study also identifies Indonesia as leading contributors to this body of research, indicating a global interest in developing these essential cognitive abilities. These insights help fill the gap in understanding the patterns and trends of analytical thinking research, particularly within the context of mathematics education.

Acknowledging the limitations of this study is crucial for understanding the context in which the findings should be interpreted. One significant limitation is the reliance on data sources that may not fully capture the diversity of research on analytical thinking across different educational systems. For instance, much of the data was drawn from databases that predominantly include English-language publications, potentially overlooking relevant studies published in other languages. Additionally, the research on mathematical analytical thinking is relatively limited and often embedded within broader studies, requiring careful extraction and analysis. This process introduces a degree of subjectivity, as the selection of relevant material may be influenced by the researchers’ interpretations. These limitations suggest that the findings should be interpreted with caution, particularly when generalizing to non-English speaking contexts or when considering the broader scope of analytical thinking research.

Future research should focus on addressing the current limitations by incorporating more diverse data sources and broadening the scope to include studies published in non-English languages. Expanding and refining the theoretical framework of analytical thinking is essential, particularly by investigating its application across various disciplines and fields. Interdisciplinary research will be pivotal in enhancing our understanding of analytical thinking’s impact and fostering innovation in its practical applications. Additionally, the development of a mathematical analytical thinking questionnaire, incorporating psychological factors and using the Rasch model for validation, will be crucial for more precise and reliable measurement tools in this field (Kamaruddin and Mohd Matore, 2021; Mohd Noh and Mohd Matore, 2022; Sovey et al., 2022). By concentrating on these areas, this finding has important implications to refine the implementation of analytical thinking in both academic and educational contexts, thereby contributing to the continued development and advancement of related fields. Ongoing research and efforts will enable a more comprehensive understanding and effective integration of analytical thinking, ultimately improving educational practices and outcomes.

In conclusion, the cultivation of analytical thinking is crucial for preparing students with the skills needed to navigate the complexities of modern society. As educational systems evolve, it is imperative to prioritize analytical thinking as a fundamental component of the curriculum. This focus will not only boost academic performance but also equip students to meet the demands of an increasingly data-driven world. Continued research in this area is essential for advancing educational practices and ensuring that students are adequately prepared for the future.