Transforming Early Childhood Mathematics Learning with Digital Manipulatives: Advancing Technology-Enhanced Cognitive Justice

Transforming early childhood mathematics learning through digital manipulatives can advance technology-enhanced cognitive justice by fostering inclusive, engaging, and equitable experiences. Digital tools such as interactive software, apps, online platforms and games support diverse ways of knowing and enhancing mathematical understanding. However, effective integration is hindered by limited digital access, screen-time management, and teacher preparedness. This study explores (a) how early childhood educators integrate digital manipulatives, (b) the challenges they face, and (c) strategies for effective curriculum incorporation to enhance cognitive justice. Grounded in cognitive justice and constructivist learning theories, this study recognizes diverse epistemologies while promoting active, technology-enhanced learning. Using a hermeneutic phenomenological design, the study collected data from 12 educators sampled through homogeneous purposive sampling via semi-structured interviews, document analysis, and non-participant observations. Findings show teachers use digital manipulatives like YouTube videos and smartboards but struggle with lesson planning and implementation. This highlights gaps in curriculum development for integrating innovative approaches in early mathematics education. Addressing these gaps requires structured teacher training, resource accessibility, and curriculum adaptation to fully harness digital resources to promote technology-enhanced cognitive justice.