The impact of digital technology on the development of mathematics thinking in early childhood education: A South African perspective
While global curricula promote the use of technology to enhance early mathematics skills, many South African classrooms lack sufficient digital resources. This empirical paper explored how digital technology influences the development of mathematical thinking in early childhood education within the South African context. Guided by the technological pedagogical content knowledge (TPACK) framework, the research investigated how teachers integrate digital tools to support mathematics learning. Using an interpretive qualitative approach and hermeneutic phenomenology, the study captured the lived experiences of twelve foundation phase teachers from four public primary schools in Limpopo. Data was gathered through semi-structured interviews, document analysis and non-participant observations, and analyzed using interpretative phenomenological analysis with NVivo 12. Findings revealed that teachers understand the value of game-based learning for mathematical thinking and problem-solving. However, limited access to digital tools in rural areas hinders consistent classroom application. The study offers insights into applying TPACK in resource-limited educational setting.