BIBLIOMETRIC ANALYSIS OF DIGITAL TOOLS IN MATHEMATICS EDUCATION: TRENDS, COUNTRIES, AND EMERGING KEYWORDS

This work undertakes a bibliometric study and analysis of the scientific literature dealing with digital tools in teaching mathematics from 2000 to 2025, sourced from IEEE Xplore. Its goal is to shed light on thematic trends, geographical research impact, and common keywords, titles, and co-authors in this very rapidly evolving world. The data set contains 1,152 scientific contributions, mostly conference papers (80.38%), reflecting the dynamic and ever-changing nature of the field. Keyword analysis unveiled five thematic clusters, indicating the integration of STEM, AI, and cybersecurity in education methodologies. The United States remains at the top in terms of citation and h-index, followed by China, Israel, India, and Canada. Within the Balkans, Turkey enjoys scientific supremacy, while North Macedonia seems starved of recognition, with a single publication to its account, and none cited. According to the results, the research interest is shifting away from work on traditional educational constructs to those on artificial intelligence in education and science.This work undertakes a bibliometric study and analysis of the scientific literature dealing with digital tools in teaching mathematics from 2000 to 2025, sourced from IEEE Xplore. Its goal is to shed light on thematic trends, geographical research impact, and common keywords, titles, and co-authors in this very rapidly evolving world. The data set contains 1,152 scientific contributions, mostly conference papers (80.38%), reflecting the dynamic and ever-changing nature of the field. Keyword analysis unveiled five thematic clusters, indicating the integration of STEM, AI, and cybersecurity in education methodologies. The United States remains at the top in terms of citation and h-index, followed by China, Israel, India, and Canada. Within the Balkans, Turkey enjoys scientific supremacy, while North Macedonia seems starved of recognition, with a single publication to its account, and none cited. According to the results, the research interest is shifting away from work on traditional educational constructs to those on artificial intelligence in education and science.