<![CDATA[Research on mobile learning in mathematics education continues to grow, yet empirical evidence on its actual classroom implementation remains limited. This study aims to comprehensively map the development, knowledge structure, pedagogical approaches, and implementation challenges of mobile learning in mathematics education. The conceptual framework integrates bibliometric analysis and thematic analysis as complementary approaches for understanding the research landscape both quantitatively and qualitatively. The study employed a hybrid review combining bibliometric analysis of 375 publications and thematic analysis of 50 high-quality studies selected from an initial pool of 707 Scopus-indexed records. The findings reveal that mobile learning develops across four main thematic clusters, is dominated by constructivist pedagogical approaches, and faces multi-layered systemic barriers centered on institutional, pedagogical, and individual readiness. Successful implementation is determined by the alignment among technology, instructional design, teacher capacity, and the broader educational ecosystem. These findings provide implications for researchers in identifying future research directions, for educators in designing effective mobile learning environments, and for policymakers in developing comprehensive strategies that support sustainable and equitable mobile learning implementation in mathematics education.]]>
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