The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection criterion. A random effects meta-analysis indicated that digital-based interventions generally improved mathematical performance (mean ES = 0.55), though there was a significant heterogeneity across studies. There was no evidence that videogames offer additional advantages with respect to digital-based drilling and tutoring approaches. Moreover, effect size was not moderated when interventions were delivered in primary school or in preschool. •This meta-analysis investigated the effects of digital tools for students with mathematical learning difficulties.•Technological tools positively impact mathematics achievement of students with mathematical learning difficulties.•Interventions show similar effects for preschool and primary-school children.•Videogames do not offer additional advantages with respect to digital-based drilling and tutoring approaches.