<![CDATA[STEM-based mathematics learning has become a widely discussed instructional approach globally, yet mathematics is often marginalized within integrated STEM practice, and bibliometric studies specifically and comprehensively focused on this topic in the Scopus database remain scarce. This study aims to analyze publication growth, publication types and author collaboration, and dominant thematic clusters in STEM-based mathematics learning research. A Systematic Literature Review combined with bibliometric analysis was conducted following the PRISMA 2021 guidelines, applied to 79 Scopus-indexed documents (39 articles and 40 conference papers) published between 2016 and 2025; co-keyword network mapping and thematic clustering were performed using VOSviewer version 1.6.20. Results show that publications increased steadily through the late 2010s, peaked in 2020, and stabilized at a high volume through 2021–2025, reflecting an established and actively maintained research field. Journal articles and conference papers were nearly evenly distributed, concentrated in a small number of physics- and engineering-adjacent venues, indicating regionally bounded rather than tightly networked international collaboration. The co-keyword network revealed technology-mediated curriculum integration as the dominant thematic core, surrounded by teacher preparation, problem-solving, achievement, and affective-factor clusters, while synthesis-level studies remained scarce. These findings offer a strategic reference for identifying under-explored research opportunities in global mathematics education.]]>
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