When classrooms closed and chalkboards gave way to webcams, mathematics education rapidly shifted to digital and remote modalities, prompting a corresponding surge in research. As the crisis unfolded, scholarly priorities moved from emergency responses to more sustainable and innovation-focused approaches. This bibliometric study analyses 237 peer-reviewed publications from 2020 to 2025, retrieved from Lens.org through a targeted search. Records lacking author-supplied keywords were supplemented with an AI-assisted extraction of salient terms that researchers then verified and standardized. VOSviewer 1.6.20, a specialized software for visualizing bibliometric networks, produced keyword co-occurrence, citation, co-authorship, and bibliographic-coupling maps that reveal thematic clusters and patterns of influence. Results indicate a clear thematic evolution. Early studies concentrated on online access and emergency remote instruction, whereas later work emphasized blended-learning design, teacher agency in hybrid contexts, equity and access, assessment reform, and professional development. Citation analysis highlights a core set of highly influential documents that guided subsequent research. At the same time, co-authorship mapping identifies collaborative networks led mainly by scholars in the United States, the Netherlands, Germany, and the United Kingdom. Bibliographic coupling uncovers cohesive clusters centered on resilient, technology-enhanced pedagogies and equity-oriented frameworks. Overall, the findings trace mathematics-education research as it progressed from short-term solutions to durable instructional innovations.
Daluma et al. (2025) studied this question.