<![CDATA[This study maps the development and knowledge structure of Scopus-indexed ethnomathematics research published from 2021 to 2026. The analysis was undertaken because publication output has grown, while recent conceptual directions and the position of pedagogical themes remain insufficiently synthesized. A total of 572 documents were examined using Bibliometrix/Biblioshiny and VOSviewer through annual scientific production, a cumulative growth curve, life-cycle modelling, a three-fields plot, and a thematic map. Publication output comprised 75 documents in 2021, slightly decreased to 73 in 2022, and then rose to 89 in 2023, 102 in 2024, and 133 in 2025. Partial data up to 31 July 2026 recorded 100 documents. Ethnomathematics, mathematics education, teaching, cultural identity, geometry, and mathematical concepts formed the main structure of the field. Problem solving and metacognition developed as specialized themes, whereas algebra, traditional houses, and mathematical knowledge occupied the emerging-or-declining area. The growth model estimated a cumulative saturation capacity of 1,215 publications; however, this result should be interpreted cautiously because the observation period is short and 2026 data are incomplete. The findings indicate a movement from cultural-artifact exploration toward pedagogical integration, although geometry and cultural concepts remain dominant. Future work should broaden ]]>
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