Designing a mobile learning environment for mathematics education requires an understanding of how technology relates to various epistemological and pedagogical systems. The purpose of this study was to systematically analyze scientific literature on mobile learning in mathematics teaching through the axes of conceptual mapping within the framework of qualitative research. The analysis categories were: notion, categorization, characterization, differentiation, methodology and exemplification. The contribution of this work refers to the definition of mobile learning in the teaching of mathematics considering its characteristics, such as context creation, social interaction, multimedia content and usability. It was identified that mobile learning increases the possibilities of electronic learning and enables ubiquitous learning when the student is immersed in the learning context. The studies analyzed do not report a precise methodology that allows evaluating the relevance of the design of a mobile learning environment. However, it was identified that the choice of the pedagogical principles and the definition of a thematic axis are fundamental. In addition to the demand for teachers' theoretical, pedagogical and digital skills. This work provides elements that could guide further research and applications.