Learning in mathematics education. Bibliometric and network analysis (1980-2024)

Abstract

Given the diversity of theoretical approaches to mathematics learning, this study aims to characterize the predominant theoretical perspectives on the understanding of mathematical concepts within the scientific literature, as well as to identify the collaboration networks and intellectual structure of research in this field. A bibliometric and social network analysis was conducted on 4,266 records from the Scopus database (1980–2024). The findings reveal a dual structure: while the discipline’s intellectual base remains anchored in educational psychology theories (Pekrun, Eccles), the current research front has evolved toward specialized didactic frameworks such as the Onto-Semiotic Approach and Embodied Cognition. The results indicate that the discipline is undergoing a phase of professionalization and theoretical specialization, although high fragmentation and a critical geographic gap persist, excluding emerging regions like Latin America from central collaboration nodes. It is concluded that an epistemological transition is occurring, moving from classical socio-constructivism toward neuro-cognitive and multimodal approaches. These findings underscore the need to integrate fragmented theoretical frameworks and promote transregional collaboration policies to diversify global theoretical production.