Today we have been surrounded by ever evolving technology. Literature states, countries that are continuously contributing to the development of cutting edge technology possess strong mathematical curricula which are taught from the very beginning of the early stages at primary schools. The new generation that is present in todays’ classrooms is known as digital children. Digital children have different way of learning, perceiving and processing knowledge. Each year, remarkable number of these children takes highly competitive exam named as public college entrance exam from various primary schools and only few are successfully admitted to public colleges. The success rates in these exams could also be regarded as a measure of the evaluation of success at primary school curricula. However, up to now nothing is known yet whether math questions are really in accordance with the characteristics and requirements of the digital children or not. For this purpose, this exploratory paper aims to identify the compliance between the characteristics of digital child and math questions used in the college entrance exam from the perspective of digital taxonomy.  For convenience to the researcher, college entrance data and math curricula were inspected to meet with this aim. This study provides not only  valuable insights to curriculum  developers, educational policy makers,  teachers about the readiness of today’s children to the digital information age but also aims to locate the standpoint of  these individuals as compared to the other countries’. Some suggestions are also provided for the betterment.