Technology-mediated mathematics learning in compulsory education: a bibliometric analysis

Introduction: The integration of technology in educational processes has been consolidated as a reality in any context, at any stage and in any subject. This integration, beyond being linked to the inclusion of specific content and the recognition of digital competence as a basic skill, is linked to the consideration of technology as a tool at the service of learning, associated with its potential as a methodological resource. Method: Under this consideration, this paper analyses, from a bibliometric perspective, the scientific production on the use of technology as a tool for learning mathematics in compulsory schooling in the Scopus database. The sample is made up of 132 articles published between 2015 and 2021, to which different bibliometric techniques (bibliographic coupling, co-citation and co-occurrence) are applied. Results: The results show an upward trend in scientific production on the phenomenon under study, with higher indexation in the areas of social sciences and computer science. Although most of the publications are in English-language journals, most of the research is contextualised in Spain, followed by the United States. The co-occurrence identifies Secondary Education as the main context, although there is also a notable presence of Primary Education, with the presence of different methodological proposals. Finally, there is a notable impact (in terms of number of citations) of the publications linked to the topic of study. Conclusions: Thus, we conclude the relevance of technology-mediated mathematics learning in compulsory schooling, outlining an area of study of priority projection in the coming years.