In an educational design research study on problem solving conducted in Swedish preschool class (six-year-olds) children were given the task “in how many ways can three toy bears sit in a sofa?”. The focus of this paper is on how the childrens’ explorations and solutions of this task developed as they were exposed to a digital version of it. In this paper, we make a comparison of paper and pencil documentation made by children who have used, respective not have used the digital application. The results indicate that working with the digital application resulted in more systematic paper and pencil documentation with fewer duplications. Further, the children who worked with the digital application produced more complete solutions. The results indicate that the digital version of the task enhanced children’s understanding of what a combinatorial problem encompasses.