ISSN: 2222-6990
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The integration of E-learning into mathematics education has expanded rapidly, driven by global digital transformation and accelerated by the COVID-19 pandemic (Bozkurt & Sharma, 2020). This study presents a comprehensive bibliometric and systematic review of research examining the relationship between E-learning and learning mathematics from 2020 to 2024. Using the PRISMA framework, 31 high-quality studies indexed in Scopus were analyzed to identify publication trends, leading authors, influential institutions, productive countries, and dominant research themes. Bibliometric mapping through VOSviewer enabled visualization of co-authorship patterns, keyword networks, and thematic clusters. Results indicate a significant rise in publications during the early pandemic years, followed by stabilization as educational systems transitioned toward sustainable hybrid and blended learning models (Capone & Lepore, 2022; Garrison & Vaughan, 2023). China, the United States, Spain, and Malaysia emerged as the most productive contributors, reflecting global investments in digital readiness and STEM-focused innovation (Huang et al., 2020; Bond et al., 2021). Influential institutions such as the University of Rijeka, Universiti Kebangsaan Malaysia, The Open University, and Huazhong University of Science and Technology demonstrated strong research output across E-learning and mathematics education. Keyword co-occurrence analysis revealed five major thematic clusters: (1) digital pedagogy and instructional design, (2) mobile and game-based learning, (3) AI-driven adaptivity and learning analytics, (4) assessment and problem solving, and (5) mathematics-specific digital learning tools. These themes align with global trends calling for personalized, interactive, and data-driven learning environments in mathematics education (Holmes et al., 2022; Plass & Pawar, 2020; Pivec & Dziabenko, 2020). Overall, the findings illuminate a dynamic and evolving research landscape that blends technological innovation with pedagogical design. This study offers meaningful insights for educators, researchers, and policymakers seeking to enhance mathematics learning through effective and evidence-based E-learning strategies, contributing to improved engagement, equity, and learning outcomes across diverse educational contexts.
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