This bibliometric review analyzes the scientific production of the use of GeoGebra in the strengthening of mathematical thinking in higher education. Following the PRISMA 2020 methodology, sixty-five studies selected from Scopus, Web of Science (WoS), EBSCO and Science Direct (2014–2024) were examined. The analysis, carried out with Bibliometrix at R Studio, revealed a sustained increase in research, which were mainly concentrated in Turkey, the United States and Indonesia, with increasing international collaboration. The results, categorized into seven thematic areas, show that GeoGebra has evolved from a visualization tool to an integral mediator of mathematical knowledge, facilitating understanding through dynamic representations, promoting active methodologies, and enhancing socio-affective factors such as motivation and self-efficacy. Although the evidence confirms its transformative potential, implementation challenges persist that require systemic approaches that integrate pedagogical, technological, and disciplinary aspects. Longitudinal studies, applications in underrepresented mathematical fields, and impact evaluation in various contexts are identified as promising areas for future research, contributing to Sustainable Development Goal (SDG) 4 for inclusive and high-quality mathematics education.
Castillo et al. (Tue,) studied this question.