Résumé
The recent COVID-19 pandemic raises challenges and opportunities for higher education researchers worldwide in both research and teaching. As a core curriculum, mathematics education moved online. Despite overwhelming education research on the impact of the pandemic, there is missing knowledge about online mathematics education research. Using bibliometric analysis, this study investigates the impact of the pandemic on the field. Performance analysis reveals an overall increase in scientific production and a change in the most productive actors. Publications also shifted from technology-oriented journals to those in mathematics and sustainability, with reduced international collaboration but greater country and institution diversification. The conceptual structure of research development shows a pre-COVID-19 emphasis evolving from technology- to student- and learning-centered pedagogies. During the pandemic, research expanded towards student affective factors of anxiety, attitude, self-determination, teacher education, and both teacher and student acceptance of technology. The current findings provide researchers, administrators, and policymakers with recommendations for directing future research endeavors and policy ordinances. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.