The study examines the role of digital tools in mathematics education, focusing on the impact on students' learning experiences. The problem identified is the increasing use of digital tools in classrooms and the need to assess whether they enhance understanding or create new challenges​. The purpose of the study is to gain insights from teachers about the benefits and difficulties of using digital tools in mathematics for the younger children in primary school. The pedagogical triangle, which illustrates the interaction between the teacher, student, and content, serves as a key theoretical framework in our study. This model highlights how effective teaching depends on the relationship between these three components. The pedagogical triangle helps analyze how digital tools influence mathematics education by teachers' choice of presenting content, how students engage with learning materials and how knowledge is created in the classroom. 

Another key theory we chose to apply in our study is based on Skemp’s (2006) distinction between instrumental and relational understanding. Instrumental understanding involves learning procedures without comprehension, whilst relational understanding creates a deeper understanding of mathematical concepts​. The study employs a qualitative method using semi-structured interviews with teachers. A thematic content analysis was used to identify patterns in the collected data​. Results show that digital tools can enhance visualization, individualization, and student motivation, but they also pose challenges such as distractions, limited adaptability, and technical difficulties​. The conclusion highlights the need for well-integrated digital tools and teacher training to maximize their effectiveness in fostering deeper mathematical understanding​.