Mathematics Education and Sustainability (2010–2025): A Mixed Bibliometric Mapping and Critical Curricular Analysis

This study examines research trends at the intersection of school mathematics education and education for sustainability during the period 2010–2025. Using a mixed bibliometric design based on 970 documents indexed in Scopus published in English, Spanish, and Portuguese, the study combined quantitative bibliometric mapping with complementary qualitative content analysis. The results reveal sustained growth in publications, organized primarily around STEM/STEAM approaches and technology-oriented educational frameworks. Keyword and collaboration networks show thematic diversification alongside a concentration of scientific production in Global North countries. Qualitative analysis suggests that sustainability is frequently incorporated as an applied or contextual dimension rather than as an integrated curricular component of school mathematics, although some emerging studies demonstrate deeper forms of socio-environmental integration. The findings highlight the need for research with greater geographical diversity, higher empirical rigor, and a deeper pedagogical approach.