Abstract
This study integrates bibliometric analysis and pedagogical intervention to enhance mathematical learning among tenth-grade students at the 17 de Septiembre Educational Units in Milagro, Ecuador. The initial diagnosis revealed low performance in algebra, particularly in factorization and quadratic functions. In response, active methodologies such as Problem-Based Learning (PBL) and Game-Based Learning (GBL) were implemented, complemented by personalized tutoring and teacher training. The bibliometric review, based on 42 articles indexed in Scopus and Web of Science (2010–2025), identified global trends in mathematics education related to pedagogical innovation, inclusion, and teacher development. These insights informed the design of contextualized educational games and micro-workshops aligned with the local curriculum. Post-intervention results showed more than a 30% increase in academic performance, confirmed by paired t-tests indicating statistically significant improvements across all topics. Additionally, higher student motivation, reduced mathematics anxiety, and greater classroom participation were observed. The study demonstrates that integrating low-cost active learning strategies with global research evidence can substantially improve outcomes in vulnerable contexts. It also validates bibliometric analysis as a practical tool for aligning classroom practice with international scientific knowledge, offering a replicable model for strengthening equity, innovation, and quality in basic mathematics education systems worldwide and promoting sustainable teaching practices.