INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVII November 2025 | Special Issue
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A Scoping Review: Roles and Research Trends using Technology in
Teaching Mathematics for Preschool Students
Shafinaz Binti Shapie, Norly Binti Jamil
Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia
DOI: https://dx.doi.org/10.47772/IJRISS.2025.927000012
Received: 10 November 2025; Accepted: 16 November 2025; Published: 26 November 2025
ABSTRACT
The use of technology in teaching is a critical concern in education amid technological shifts and paradigm
changes. Wide advancements and integrated elements mediating the teaching styles in the education field,
including the preschool level. Technological problem-solving can be a powerful tool for eliciting creativity and
curiosity in teaching mathematics to preschoolers. This scoping review explores the global research landscape
on the use of technology in teaching mathematics to preschool students. Through a systematic analysis of
scholarly articles published between 2010 and 2025, this review identifies the roles technology plays in early
mathematics education and highlights prevailing research trends. Using Arksey and O'Malley’s (2005)
framework for scoping reviews, 106 studies were analysed across multiple databases, with 17 main papers
studied accordingly. Results reveal four dominant roles of technology, which include: (1) Enhancing Conceptual
Understanding, (2) Promoting Engagement and Motivation, (3) Supporting Differentiated Learning, and (4)
Facilitating Teacher Instruction and Assessment. Major trends include increased use of digital games, virtual
manipulatives, Augmented Reality (AR), and adaptive learning systems. This review underscores the importance
of integrating developmentally appropriate technological tools. It suggests directions for future research in
pedagogy, equity, and teacher training, especially in teaching mathematics to preschoolers.
Keywords: Technology, Mathematics Education, Preschool, Early Childhood, Scoping Review, Digital Tools,
Research Trends
INTRODUCTION
In today's dynamic education landscape, fuelled by the power of information and Digital Technology (DT), the
key to steering educational institutions to excellence lies in tech-teaching styles (Hwang et al., 2023). The
introduction and expansion of technology in education have tremendously changed the educational environment.
It has transformed curricula, educational resources, textbooks, and classroom environment, as well as teacher
instructional practices and student learning styles (Molina et.al, 2019).
Abroad and wider approaches in teaching styles have been developed in this era of globalisation. This included
the teaching styles in Early Childhood Education (ECE, hereafter), which have been debated throughout the
years (Artemis et.al, 2021). Thus, this scoping review will examine the roles and research trends in the use of
technology in teaching mathematics in ECE, focusing on the preschool level.
Integration of Technology in Early Childhood Education
DT is now a fundamental part of modern daily life (Ahmet, 2021). This diffusion surrounds young children, and
a number of studies have revealed young children’s intensive interaction with Information and Communication
Technologies (ICT) from a broad perspective based on the literature review done in this research. The integration
of DT concepts includes computers, printers, telephones, smartphones, electronic toys, Internet connections,
tablet computers, interactive whiteboards, digital cameras, facsimile machines, and voice recorders (Bolstad,
2004; Plowman & Stephen, 2005). These varied forms of DT may provide opportunities to support many aspects
of ECE.
In addition, Artificial Intelligence (AI, hereafter), sometimes called machine intelligence, is intelligence
demonstrated by machines or computers (Solanki et al., 2021). AI is one of the integration uses of technology
that has been increasingly showing significant contributions in ECE. From robotic instruction to the invention
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVII November 2025 | Special Issue
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of an automated system for scoring answer sheets, for instance, AI has a role to play in facilitating teaching,
learning, and assessment (Jiahong et. al, 2022).
Research Trends on Technology in Early Childhood Education
The number of published studies on the subject has increased in lockstep with the growing usage of AI
technology in education (Chen et al., 2020). There has recently been a vigorous amount of interest in AI tools,
AI experiences of learning and teaching, even at the preschool level. For example, the trends in computer-
supported collaborative learning with technology upgrades are likely in the research by S.Nadirah et.al (2020),
Haliza et.al (2022) and Zaliza S.A et.al (2022).
Few studies have been conducted to investigate the application of technology in early childhood (ages 3–8 years
old). However, more and more AI devices are appearing in children’s lives, such as voice personal assistants,
household robots, and networked smart toys (Williams et al., 2019). AI promotes the creation and effectiveness
of systems, which are obviously very useful for educational purposes (Hwang, 2021).
The trends also included the DT that has been implemented in ECE areas. DT studies between 2010-2025 papers
revealed that the classrooms were equipped with a variety of DT such as television, smart board, Digital Versatile
Disc (DVD), computer, and smartphone. Teachers tended to use television and computers in classroom activities.
Although the teachers had a positive attitude towards using DT in ECE, they used ICT on a limited scale. They
mainly utilized these devices in order for the children to watch cartoon films and listen to music (Ahmet et.al,
2021).
Hence, we can examine the trends and roles of technology in ECE, including how teachers use digital games, e-
commerce apps in education, and hybrid tools in teaching mathematics to preschoolers (Liu et al., 2023). This
scoping review provides a starting point for early childhood researchers and educators in terms of promoting
research and practice related to technologies.
Apart from these, other key points in the use of technology or digital tools in ECE may be overlooked, such as
the characteristics of different AI tools and the successful implementation of computer-supported collaborative
learning with technology in future early childhood projects.
Roles of Technology in Teaching Mathematics in ECE
The rapid development of ICT, in recent years, has brought significant developments in global education systems
(Artemis et.al, 2021). In the present study, we aim to record preschool teachers' views on the use, benefits, and
barriers of ICT for teaching mathematics in the classroom. Apart from these studies, they also seek to examine
the roles of ICT and technology and other digital tools used as educational tools in teaching mathematics to
preschool students.
Technology is an integral part of developing 21st-century skills among preschool students. The curriculum aims
to help children expand their basic mathematical knowledge and practice new skills in an experiential,
interdisciplinary context. Furthermore, toddlers who use the method of trying and testing can process new data
and calculate simple mathematical equations. In addition, using modern technology, they can solve problems,
recognise numbers on the keyboard, and understand the importance of calculators and digital tools in everyday
life (KSPK, 2017). That has been comprehensively discussed in Malaysia’s curriculum framework for
developing 21st-century and other computational skills among preschoolers.
Trends among local Malaysian educators and researchers focus on the pillar stand in KSPK (2017), but recently,
the new Kurikulum Prasekolah 2026 (KP2026) and Kurikulum Persekolahan 2027 will be implemented for
Malaysian students soon. Thus, understanding the uses of the technology in implementing the KP2026 will assist
teachers, educators, and researchers in enhancing pedagogy, especially in building digitally savvy characters
among students. Digital literacy has been listed as one of the pillars in this new KP2026.
Various intelligent systems driven by information technologies have gained widespread adoption in ECE. Digital
technologies such as the Internet of Things (IoT), data mining, and Machine Learning (ML), along with the
acquisition and leveraging of diverse data, have been used for health diagnostics, developmental assessments,
and behavioural pattern analysis, thereby providing robust support for early childhood development. For
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVII November 2025 | Special Issue
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instance, smart toys integrated with sensors, actuators, and internet connectivity offer novel pathways for
children’s learning and development (Liu,J. et.al, 2025).
METHODOLOGY
Research Objectives and Questions
This study aimed to examine mainstream digital technologies and their application characteristics as roles and
trends in ECE practice, making a scoping review the suitable review form for this objective. In this scoping
study, we followed the principles established by the Preferred Reporting Items for Systematic Reviews and Meta-
Analyses (PRISMA) (Moher, 2015).
In view of the differences that may be caused by differences in research methods, participant characteristics,
authors’ country, digital tools and knowledge or activity evaluation found in the literature, this review aims to
evaluate, synthesize and display the latest literature on the use in ECE, involving research design, AI tools, DT
activities and research results. To achieve the objectives, we focused on articles on the application of AI in young
children’s learning and development and on studies on technology in ECE.
We also seek papers that explore any digital tools and review papers regarding the use of technology in preschool.
In addition, the study proposes possible directions for future technology research, aiming to establish a strong
theoretical foundation, clarify factors that hinder the efficient application of AI in ECE, and emphasise the
digitalisation of digital tools.
Through this scoping review, the following Research Questions (RQs) will be answered:
RQ1: What technology has been used in ECE?
RQ2: What technology has been used in teaching mathematics at the ECE level?
RQ3: What methods have been used in researching technology in ECE?
MATERIALS AND METHODS
This research project is a scoping review of published literature on the uses of technology in ECE. The
methodology for this review is based on the framework outlined by Arksey and O’Malley (2005) and Levac et
al. (2010). The scoping review went through six key stages:
1. Steps (1): Identifying the RQ to be carried out.
2. Steps (2): Identify past research that is relevant to the objectives of the scoping review.
3. Step (3): Select the articles that are suitable for analysis.
4. Step (4): Charting the data to be presented.
5. Step (5): Collating, summarizing, and reporting the data.
6. Step (6): Discussion of the results.
Literature Search
The electronic databases used for the literature search included Education Resources Information Center (ERIC),
Institute of Electrical and Electronics Engineers (IEEE), Scopus, and Web of Science (WoS). The search was
limited to written in English. In order to facilitate database search, this study surveyed peer-reviewed academic
articles published in all years. All articles are accessed from 2010 to October 2025.
Initially, we entered search terms such as “technology in education,” “ digital tools use in ECE,” “artificial
intelligence,” “AI,” and “early childhood education.” However, to narrow the results, we employed a similar
approach to that of Toh et al. (2016). The search string used for technology in ECE review was: “AI” OR
“Artificial Intelligence” OR “Deep learning” OR “Machine Learning” OR “Teaching Mathematics*” OR
“computer- supported collaborative learning with technology” OR “DT Digital Tools*“AND “early childhood”
OR “young child*” OR “preschool*” OR “kindergarten*” OR “pre-k*” OR “childcare” OR “child care” OR
“day care” OR “children. Databse searched also includes ERIC, Scopus, WoS, JSTOR, ScienceDirect, and
Google Scholar were searched using keywords like "technology in early math education," "preschool digital
math tools," "interactive mathematics learning," and "ICT in preschool” in order to widen the literature search.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Selection of Studies
This review paper focuses on the usage of technology elements in ECE. The selected research studies were
related to ECE and focused on analysing the impact of technologies on learning and teaching for preschool
students. The selected research studies should report on any digital tool, interactive multimedia, technology
approaches or AI as an educational tool in teaching mathematics. Note that 106 articles were found in the ERIC,
IEEE, Scopus, and WoS [34 from ERIC, nine from WoS, 45 from IEEE and 18 from Scopus (n = 106)]. All
citations were imported into the reference management software (EndNotes), and duplicate citations were
removed manually.
Exclusion of Studies
Five criteria for exclusion (EC) articles were removed. Firstly, exclusion criteria (E1) were articles that were not
related to the research topic and abstract (n = 24). Secondly, exclusion criteria (E2) were duplicate studies (n =
16). Thirdly, exclusion criteria (E3) were papers in which participants or settings were not 3–8 years old (n =
15). Furthermore, exclusion criteria (E4) were papers that focus/topics not on the usage of the technology in the
context of education (n = 13). Lastly, exclusion criteria (E5) were papers that focus on topics not related to
curriculum/ learning program and teaching for preschool students (n = 21).
Overview of the Selected Papers
Seventeen articles that focused on the usage of technology in ECE to help elicit creativity and curiosity among
the children in preschool were thoroughly reviewed from 2010 to October 2025. Different types of literature
were included in this review, such as journal articles, bibliometric, SLR review papers and conference papers.
This process yielded 17 articles, including 11 research articles, two conference papers, two systematic literature
reviews and two bibliometric papers. The authors came from different cultural backgrounds and countries (e.g.,
the United States, China, Australia, the UK, Brazil, Austria, Greece, Taiwan, Malaysia and France).
From this scoping review, we show that this collection of articles is strong enough to represent effective
technology studies in the ECE field, representing educational articles and nationalities from diverse countries.
More characteristics of the included studies, such as type of article, participants, author’s name and country, can
be found in the PRISMA Table attached to this paper. The diagram below also illustrates the process throughout
the scoping review studies focused on the usage of technology in teaching mathematics for preschool students.
Diagram 1: Flow Diagram of Research Selection Process using PRISMA Adapted from a Study by Moher et al.
(2015)
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FINDINGS
Basic characteristics of the 17 included studies are presented in Table 1. These characteristics include author(s),
publication year, publication title, research aims, research design, participants, the technology elements and
tools, and main findings. A total of 106 papers were identified from the database search that can be considered
for this scoping review research.
However, 89 of the articles and paper been excluded based on the five criteria for the exclusion. Thus only 17
papers found to be qualified based on the re-porting items indicated for the thematic review since they were
found to be more relevant and fit with the research aims.
Table 1 Charting the Data
Author
Publication, Year
and Location
Study Title
Main Findings
Marcelo C. Borba
2022
São Paulo, Brazil
The future of
Mathematics
Education Since
COVID-19:
Humans-with-
media or Humans-
with-non-living-
things
There are three trends in mathematics
education: the use of DT, philosophy of
mathematics education, and critical
mathematics education.
Johann
Engelbrecht,
Salvador Llinares,
Marcelo C. Borba
2020, Brazil
Transformation of
the Mathematics
Classroom with
the Internet
The central theme is the evolution and
transformation of the classroom with the
growing integration of the Internet and
interactive digital devices into mathematics
teaching and mathematics teacher
education.
Artemis
Eleftheriadi,
Konstantinos
Lavidas, Vassilis
Komis
2021, Greece
Teaching
Mathematics in
Early Childhood
Education with
ICT: The Views
of Two
Contrasting
Teachers’ Groups
The main barriers of ICT integration,
according to preschool teachers, are the lack
of training on its integration and the
preschool teachers’ role during the teaching
of mathematics. Implications for in-service
teacher training and educational policy are
discussed
Haliza Idris,,
Mariani Md Nor,
Mohd Nazri
Abdul Rahman
2022,
Malaysia
Sustainability of
Quality
Education:
Development of a
Pattern Learning
Module for Early
Mathematics
Based on Flipped
Classroom with
Augmented
Reality
The development of a module that
integrates AR technology with the concept
of reverse
learning through pattern titles is an effort to
reduce the gap in student mastery in the
subject of Early Mathematics
and stimulate student creativity.
Gwo-Jen Hwang
and Yun-Fang Tu
2021, Taiwan
Roles and
Research Trends
of Artificial
Intelligence in
Mathematics
Education: A
Incorporation of AI technologies into
educational settings enables
computer-based learning systems to play
roles of intelligent tutors, tools or tutees as
well as policy-making facilitators or an
intelligent tutoring system.
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Bibliometric
Mapping Analysis
and
Systematic
Review
Emphasized that in mathematics
education, it is important to support students
to learn to think critically, communicate
with others, solve problems and construct
knowledge, while also delivering
mathematics
concepts and methods to them.
Adane Hailu
Herut
2024, Ethiopia
Global trends of
Research on
Advancing the
Pedagogical
Competence of
Preschool
Teachers: A
bibliometric
analysis
The findings indicated a rising emphasis on
promoting pedagogical competency in the
early-grade teaching force.
Principal contributors, including journals,
authors, and countries, play a pivotal role in
promoting collaboration and the
dissemination of knowledge.
Requirements of holistic training programs
for 21st-century preschool teachers,
spotlighting themes like early childhood
educator training and the cultivation of
pedagogical competence.
Dor Abrahamson,
Mitchell J. Nathan
,
Caro Williams-
PierceCaro,
Candace
Walkingto, Erin
R. Ottmar,
Hortensia Soto,
Martha W. Alibali
2020,
United States
The Future of
Embodied Design
for Mathematics
Teaching and
Learning
The finding included interactive
technologies responding to kinetic qualities
of students’ motor actions, such as moving
virtual objects, whether by on-screen
manipulation.
Graspable math engages the perceptual–
motor system to reify the hierarchical
structure of algebraic formalisms.
Playful learning constitutes a set of
principles for motivating content learning
through engaging in technology-based,
joyful, challenging tasks.
Lara Hoareau,
Aude Thomas,
Youssef Tazouti
, J´erome ˆ Dinet,
Christophe
Luxembourger,
Annette Jarl´egan
2021, France
Beliefs about
Digital
Technologies and
Teachers’
Acceptance of an
Educational App
for Preschoolers
The Technology Acceptance Model (TAM)
is a robust and applicable framework for
various types of technological tools and user
groups. It has been widely applied in
research into new technologies
Preschoolers can work on them through
educational apps.
Studies have reported a positive impact of
digital technologies (e-books, tablet
computers, etc)
LINUMEN was set up to develop an
educational tablet app, called AppLINOU
(Apprendre avec Linou en Maternelle –
Learn in
Preschool with Linou), for use in ´ecole
maternelle' classrooms. AppLINOU was
developed collaboratively by researchers
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and education
professionals (teachers and school
inspectors) in order to ensure it was suitable
for use in France’s preschools. It includes
ten early
numeracy activities.
Syasya Afiza
Zazali1 & Nazita
M.Nasir
2022,
Malaysia
The Use of
Interactive
Multimedia to
Increase the Use
of Teaching Aid
Materials in the
Learning of
Preschool
Children
The findings showed that the use of
interactive multimedia in teaching and
facilitation (PdPc) can improve
the understanding and concentration of
preschool children and children in general
enjoy using interactive multimedia.
Nurul Aini Jaafar,
Siti Rohani Mohd
Nor, Siti Mariam
Norrulashikin,
Nur Arina Bazilah
Kamisan,,
Ahmad Qushairi
Mohamad1
2022,
Malaysia
Increase Students’
Understanding of
Mathematics
Learning
Using the
Technology-
Based Learning
In this study, the effectiveness of
implementation of technology and
applications in students’ understanding and
visualization in mathematics learning.
Students can use games, applications,
simulations, and digital tools to explore and
discover new things. This research will
analyze the students’ understanding and
interest in learning mathematics with and
without technology-based learning.
Raphaella Batha
Augustine
Sampar
, Suziyani
Mohamed
2023,
Malaysia
Content
Pedagogical
Technology
Knowledge
(TPACK) of
Preschool
Teachers)
Knowledge of Technology Pedagogical
Content (TPACK) is
important to ensure the effectiveness of
teaching delivery
with technological integration.
Siti Nur Nadirah
Ibrahim, Nor
Syaidah Bahri,
Nura Zafirah
Zailan, Karimah
Kassim, Alia
Izzati Safuan
2020,
Malaysia
Methods of
Teaching and
Assessment of
Teachers in Early
Mathematics
Towards 6
Year’s Old in
Private
Kindergarten
The findings of the study show that the
teaching aid (ABM) and music are the
methods used by teachers. Therefore, from
that
methods that children can use to improve
their understanding and memory in early
maths.
Cecelyia Evalyin
Lingkon
2024,
Malaysia
Animation about
Elements of Form
among Preschool
students
Animation is a moving picture of a series of
pictures or objects arranged in a row to
produce the illusion of movement.
They experience limitations in their visual
experience to understand
certain relationships and characteristics of
geometric shapes because they have not
been involved in practical experience
involving those shapes. The use of deep
animation (PdP) is able to provide a
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presentation that is easier to understand with
a high visual appeal. This high visual appeal
has a combination of design, character
movement
and color that can attract attention and is
easy to understand for preschoolers.
Ahmet Sami
Konca & Feyza
Tantekin Erden
2021,
Turkey
Digital
Technology (DT)
Usage of
Preschool
Teachers
in Early
Childhood
Classrooms
The results of the study revealed that the
classrooms were equipped with a variety
of DT such as television, DVD, computer,
and smartphone. Teachers tended to use
television and computers in classroom
activities. Although the teachers had a
positive attitude towards using
DT in early childhood education, they used
ICT on a limited scale.
Jiahong Su &
Weipeng Yang
2022,
China
Artificial
Intelligence in
Early Childhood
Education: A
scoping review
This scoping review to
evaluate, synthesize and display the latest
literature on AI in ECE.
Analyse existing literature in the
areas of “AI activities,” “AI tools and
knowledge,” and “research
methods.”
Ke Zhang & Ayse
Begum Aslan
2021,
United States
AI technologies
for Education:
Recent Research
& Future
Directions
This article reports the current state of AIEd
research, highlights selected AIEd
technologies
and applications, reviews their proven and
potential benefits for education, bridges the
gaps between AI technological innovations
and their educational applications, and
generates practical examples and
inspirations for
both technological experts who create AIEd
technologies and educators who spearhead
AI innovations in education.
Rita Rodrigues &
Lúcia Pombo
2024,
Portugal
The Potential of a
Mobile
Augmented
Reality Game in
Education for
Sustainability:
Report and
Analysis of an
Activity with the
EduCITY App
This paper presents a case study of a
pedagogical approach based
on the exploration of an AR game in the
EduCITY app, and aims to analyse the
potential of the ‘EduCITY at the
UA Campus’ mobile AR game in terms of
the promotion of education for
sustainability among secondary
students.
Roles of Technology in Teaching Preschool Mathematics
Enhancing Conceptual Understanding
Digital manipulatives and visual-based applications like Number Rack (Starkey et al., 2016) allow preschoolers
to visualize mathematical operations. Tools such as TouchMath and Montessori-inspired apps help children
internalize abstract concepts through interaction.
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Promoting Engagement and Motivation
Gamified platforms like Moose Math and DragonBox Numbers foster motivation and sustained attention
(Neumann, 2018). Studies highlight that game-based learning environments enhance interest and retention
(Papadakis et al., 2020).
Supporting Differentiated Learning
Adaptive systems, such as DreamBox and Mathseeds, adjust the level of difficulty based on individual
performance, making them suitable for diverse learning needs (Kim et al., 2021).
Facilitating Teacher Instruction and Assessment
Technology assists teachers in planning lessons, tracking progress, and identifying misconceptions (Chen &
Chang, 2017). Interactive whiteboards and formative assessment apps are widely used tools.
Research Trends across the Globe
Dominance of Developed Countries
Most studies originate from the United States, Canada, Australia, Finland, and the United Kingdom. Fewer
studies are available from Sub-Saharan Africa, Latin America, or Southeast Asia, indicating a gap in regional
diversity.
Increasing Use of Emerging Technologies
Recent research includes Augmented Reality (AR) apps, such as Math AR (Gomez et al., 2023), as well as AI-
powered systems designed to personalize learning experiences. China is the country leading the trends in research
on the IoT (Liu ,J.et.al, 2025). The IoT technology has been employed in smart classrooms to monitor child
safety. By integrating sensors and smart devices, IoT can monitor children’s health indicators, behaviors, and
social interactions in real-time. For example, Osimani et al. (2018) indicated that IoT devices can track children’s
physiological data such as heart rate and body temperature, enabling the early detection of potential health issues.
Multimodal and Cross-Disciplinary Approaches
There is an observable increase in integrating literacy, Science,Technology, Engineering and Mathematics (
STEM) and creative arts with mathematics learning using technology (Eisenberg et al., 2019). Recently, trends
across the globe showed tremendous approaches developed by educators and researchers based on the
characteristics of the DT and AI, which led to the concept of ML. Multimodal ML in the field of ECE operates
through the passive collection of multimodal data, thereby constructing classification and prediction models.
Research found that the above algorithm has been applied to predict child behaviour, detect child motivation
through activity monitoring, support early interventions, and improve learning environments.
Research Designs and Methodologies
Most studies are quasi-experimental or mixed methods. There is a notable shortage of longitudinal and
ethnographic research capturing long-term outcomes and classroom culture shifts. Research trends in the early
2010s showed global disparities in interest in technology. In contrast, the trends have emerged strongly in the
new global era of revolution, with developed countries like Finland, the United States, and China vigorously
deepening their tech models, tools, research, and other approaches to enhance social skills, the economy, and
education in their respective contexts.
DISCUSSION
This scoping review analysed 17 studies conducted across different countries from 2010 to October 2025 on
technology as a teaching tool, knowledge, activities, and their impacts on learning and teaching in the crucial
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field of ECE. This review includes various types of publications, such as journal articles, bibliometric reviews,
and conference papers. Although a relatively small number of studies on this critical issue have been identified,
the current scoping review provides cutting-edge insights into various aspects (knowledge, tools, activities,
trends, and impacts) of technology and digital tools for children. These two subthemes were chosen as elements
that enhance and foster creativity and curiosity in the education field, especially in ECE.
Technology as Digital Tools and Resources
William et.al (2019) designed the PopBot curriculum (e.g., knowledge-based Systems, supervised ML and
Generative Music AI) and assessed its effectiveness (e.g., children’s learning and data recording with robot
interaction) with 80 Pre-K and Kindergarten children (4–6 years old). Thus, the study demonstrates that the role
of technology has been widely acknowledged in this modern era. From this study, we seek the theme and
subtheme based on the papers' review.
Based on 17 reviewed papers, two central themes emerged as the main findings in each paper: the trends of
technology in ECE and the roles of technology in ECE. Two subthemes have also been identified: trends in
technology or digital tools and resources. Apart from that, we also seek papers that focus only on ECE and
teaching mathematics for preschoolers. Table 2 summarises the reviewed papers by theme and subtheme.
Table 2 Summarization of the Papers based on the Theme and Subtheme
Theme
Trends
Roles of Technology
Subtheme
Trends in
teaching maths
Trends in
teaching ECE
Research trends of using
technology in ECE
Digital Tools and
Resources in ECE
Digital tools and Resources
in teaching mathematics
5
3
1
7
1
For instance, in overviewing the theme roles of technology in ECE, the analysis identified seven papers that
presented ways of integrating technology into education, such as digital tools and resources. There are various
tech-teaching tools such as the Concept of Action Cognition Transduction (ACT) by Abrahamson D. et.al (2020),
the TAM through AppLINOU by Lara et.al (2021), animation moving pictures by Lingkon.C (2024), and
EduCITY by Rita (2024).
Based on the main theme analysed as the roles of technology in ECE, technology plays multiple roles in teaching
preschool mathematics. It enhances conceptual understanding by enabling visualization of abstract ideas through
digital manipulatives and interactive applications. Gamified platforms promote engagement and motivation,
fostering both interest and retention. Adaptive systems support differentiated learning by tailoring tasks to
individual abilities. Additionally, technology facilitates teacher instruction and assessment through tools for
lesson planning, progress monitoring, and formative evaluation.
Hence, by analysing those papers, we can conclude that tech teaching tools have been part of educational tools
that enhance teaching styles and educational environments. It is proven that technology plays a vital role in
education systems, including at the preschool level. Thus, by noting the roles of technology in ECE, especially
in teaching mathematics, there are positive results, as reported in the seven papers that used digital tools and
resources in teaching.
Trends of Technology in Education
DT became a trend in mathematics education in response to the arrival of a different kind of digital tools, apps
and resources (Marcelo, 2021). Taking into consideration the notion of trends, presented in this research, the
trend that studies the link between mathematics education and “new technologies” or any digital resources, we
can intertwine these new trends of research and phenomenon relatively.
The arrival of fast Internet, which reshaped the possibilities of online education and soon assisted the design of
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVII November 2025 | Special Issue
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educational apps, is one of the trends to fast forward in this globalisation. A wide array of media and technology
is available to create new hybrid forms of teaching. This development process, the classroom, as we know it,
may change entirely from a physical area with defined boundaries to a virtual environment, including various
components that will probably be determined by the student rather than only by the teacher. Mobile technology,
personal learning environments, digital learning objects, and other artefacts are ‘stretching’ the classroom,
transforming the classroom, to the extent that it can hardly be recognised as such, as the elements of flipped
classrooms. Global research on technology, especially in mathematics education, which is dominated by
developed countries, has highlighted trends in developing educational programming, robotics, online educational
apps, and hybrid tool packages.
These trends also make the learning environment more likely to utilise digital transformation learning activities,
such as AR apps, IoT elements, and ML tools. Based on papers that conducted a deep search, the use of these
AR elements in integrating the teaching and learning process was reported to have positive implications for
preschoolers. The trends and use of technology in ECE created a wide virtual space. These interactive
technologies enable students to collaborate with peers when using multimedia and the Internet, fostering new
social ways of knowledge construction and making the learning process more meaningful.
Tool for Eliciting Creativity and Curiosity
Technology has been widely used in education as a powerful tool to foster and elicit creativity and curiosity.
Based on this review, various activities and technologies align with children’s passions, making learning more
meaningful and engaging (Borba M, 2024). Apart, Rita et al. (2024) stated in their papers that the use of
technology helps encourage children to explore and experiment on their own, offering support and guidance as
needed. Thus, this helps celebrate the creativity and curiosity, which acknowledge and praise children's unique
approaches to problem-solving and their willingness to ask questions (Artemis et al., 2021).
Using technology in these ways, we can create a dynamic and engaging learning environment that sparks
creativity, curiosity, and a lifelong love of mathematics in preschoolers. In this globalisation era, empirical
studies report that the roles and trends of technology have sparked curiosity among children, helping foster
critical thinking and creativity.
Limitations of the Current Review
Our review has several limitations. First, given the relatively small number of studies included in this evaluation,
there may be gaps in the research findings. Some of these knowledge gaps have been discussed above. Second,
social and economic factors were not considered in our synthesis of previous research, which could affect the
application of technologies in ECE due to the widely existing digital divide in the early years (Berson et al.,
2021). Finally, the effects of alternative digital tools and platforms have not been fully explored due to a lack of
reliable evidence in previous studies.
Implications
It was revealed that the number of eligible studies has expanded dramatically in recent years to investigate ECE
technology. We also notice that there are still gaps and that a small number of papers focus only on ECE in
teaching mathematics. However, the trends in the use of technology among preschool teachers and students were
increasing, as indicated by the main findings of the papers reviewed for this research. According to this scoping
review, we can summarize that there are at least two approaches to technology integration in ECE: first, as digital
tools and resources, and second, as trends in teaching styles.
CONCLUSION
This scoping review examines a broader range of research subjects, as well as the expansion of research on the
uses of technology in teaching mathematics to preschool students. The research reveals significant elements of
how technology has become a trend and its role in ECE. We also examine the implications of this technology in
teaching mathematics through the reviewed papers. Based on the findings, rapid developments in various apps,
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interactive multimedia, and the use of high-tech mobility devices can be a strong support for the learning and
teaching process in ECE. While this discussion provides a high-level summary, further research is needed to
fully understand the widespread use of technology in ECE.
Furthermore, additional research is needed to reach broader agreement on the variables that contribute to trends
in educational digital tools as a whole, thereby assisting educators more effectively. Overall, this research
provides a detailed overview of the scope, current state, and areas for future investigation to improve digital tools
and resources for teaching and learning in preschool.
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