This article explores the integration of digital tools in Norwegian primary school mathematics classrooms, focusing on teachers' experiences. With the increasing use of technology in education, digital tools have the potential to enhance mathematics instruction by enabling personalised learning, increasing student engagement, and offering dynamic ways to visualise mathematical concepts. However, these tools also present challenges, such as the potential for student distraction and a lack of teacher confidence in using technology effectively. Using a collective case-study approach, we conducted semi-structured interviews with eleven mathematics teachers to examine how digital tools impact student learning, instructional practices, and the nature of mathematics education. The findings reveal both the potential of digital tools to foster differentiated learning and their limitations, including concerns about over-reliance on technology and difficulties in maintaining classroom focus. This study contributes to the ongoing conversation about digitalisation in education, offering insights into the practical realities teachers encounter and recommendations for optimising the use of digital tools in mathematics classrooms.