This study explores how digital tools and hands-on methods influence student learning in primary mathematics, particularly in multilingual and mixed-age classrooms. Grounded in Self-Determination Theory (Deci & Ryan, 2000), constructivism (Piaget, 1967), and constructionism (Papert, 1980), the research builds on existing debates around digitalization and experiential learning in education. While previous studies have examined these approaches separately, few have directly compared them in diverse, real-life classroom settings. The study aims to understand how each method affects student engagement, motivation, understanding, and independence. Research questions address the impact of hands-on and digital tools, as well as the opportunities and challenges of using them.

A qualitative comparative case study was conducted in a small international school. Data were collected through classroom observations, informal student interviews, teacher interviews, and teachers’ lesson plans, analyzed using Braun and Clarke’s (2006) thematic analysis framework.

Findings show that digital tools support procedural independence and short-term motivation through feedback and rewards, while hands-on methods promote deeper conceptual understanding, engagement, and strategic independence through collaboration and physical interaction. The study concludes that combining both approaches can enhance inclusive, engaging, and sustainable learning environments.