This research paper aims to deepen scientific understanding of the role of digital education in addressing challenges in mathematics learning among elementary school students through a structured theoretical analysis of the relationship between digital technology use and improved learning quality. It highlights how digital tools, including interactive software and artificial intelligence applications, can overcome difficulties associated with traditional methods by creating more interactive, flexible, and learner-centered environments. The study emphasizes the contribution of digital education to enhancing critical and analytical thinking, expanding access to educational resources, and reducing educational inequalities. It also stresses the importance of curriculum development that positions the learner at the center of the educational process. Furthermore, the paper provides an analytical framework for understanding the barriers to integrating digitalization within the Moroccan educational context, particularly in terms of infrastructure limitations, insufficient teacher training, and challenges in curriculum design. It underscores the necessity of developing teachers’ computational thinking skills as a key prerequisite for the effective implementation of digital education. Finally, the adoption of modern educational technologies opens new opportunities for innovation in mathematics learning, as interactive software enhances engagement and conceptual understanding, while artificial intelligence enables personalized learning tailored to individual student needs, ultimately improving educational effectiveness and supporting better long-term learning outcomes.