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Game-based interventions are increasingly recognized as promising tools to enhance mathematics learning for children with autism spectrum disorder, yet systematic evidence on their development and effectiveness remains limited. This study aims to map the research landscape in this field through a bibliometric review of 931 articles indexed in an international database between 2015 and 2025. Bibliometric techniques were applied to generate co-occurrence networks, thematic clusters, and temporal visualizations. The analysis revealed 33 recurring terms grouped into four major thematic clusters: Social and behavioral interventions, developmental and cognitive disorders, mathematics education supported by technology, and methodological studies with a focus on serious games. A notable research peak occurred in 2021–2022, reflecting an increased integration of game design, educational innovation, and inclusive learning practices. These findings demonstrate a shift toward strength-based approaches and highlight the importance of interdisciplinary collaboration across game design, special education, and developmental psychology. The implications suggest that adaptive and immersive technologies can provide more effective, relevant, and socially inclusive mathematics learning experiences for autistic learners.