This study investigates the pedagogical implications of integrating an application powered by Artificial Intelligence (AI) within mathematics education of Maltese primary schools. The findings draw on data collected through qualitative interviews with 38 participating teachers across 8 different schools in the national Education AI initiative. Set against the backdrop of Malta’s strategic push toward digital education and AI adoption, the research explores how adaptive learning technologies shape instructional practices, teacher roles, and classroom dynamics. Findings reveal that the platform’s capacity to deliver real-time, data-driven personalisation led to increased student engagement, more differentiated teaching and learning, and the reconfiguration of teachers’ professional identities toward facilitation and formative assessment. However, implementation was mediated by factors including infrastructure disparities, digital literacy, time constraints, and equity concerns. Synthesising empirical insights with constructivist and formative assessment frameworks, the study advances a nuanced understanding of AI’s role in fostering adaptive, student-centred learning in mathematics. It further reflects on the broader potential of generative and adaptive AI to support inclusive pedagogical transformation in STEM education, offering implications for practice, policy, and future research.