<![CDATA[This study aims to map mathematical literacy research in elementary education by examining publication trends, conceptual structures, influential documents, productive authors, publication sources, institutional contributions, country contributions, and future research directions related to innovation and inclusive practices. This study employed a bibliometric approach using Scopus data from 1983 to 2026. A total of 310 documents from 196 sources were analyzed using Biblioshiny and VOSviewer to identify annual growth, citation patterns, keyword co-occurrence, document coupling, source productivity, institutional distribution, and country collaboration. The findings show that this field has developed over a long period with relatively stable growth, an annual growth rate of 4.63%, and an average citation rate of 16.44 per document. Publications increased notably after 2015, although recent citation patterns indicate that the field is entering a more mature stage. The dominant keywords are primary education, numeracy, mathematical literacy, literacy, and early numeracy. Numeracy functions as a central theme, early numeracy appears as a more specific influential theme, and mathematical literacy serves as a broader framework linking reasoning, problem solving, interpretation, real-life contexts, assessment, curriculum, instructional innovation, and socio-educational issues. Spaull’s article is the most influential document, while Pauline Rose, Mike Askew, and Margaret Brown are productive authors. At the institutional level, the University of Cambridge, University of London, and Monash University emerged as major contributors. At the country level, the United Kingdom, Australia, Indonesia, and the United States were important contributors. Future research should strengthen methodological quality, digital learning innovation, inclusive practices, local contexts, and cross-country collaboration.]]>
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