| Sumario: | Background: One of the advances in learning with technology is digital adaptive learning (AL) materials for mathematics. Although empirical studies have shown the benefits of AL for learners and teachers, little research has been done on teachers' perceptions and needs of digital AL and their plans for implementation in mathematics classrooms. This gap is critical because teachers serve as the primary decision‐makers regarding the adoption of resources. Without their decision to integrate digital AL materials, the potential advantages of digital AL cannot be realised. Objective: Hence, the underlying study aims to address this gap by uncovering teachers' perceptions and needs of digital AL materials and their plans for implementation in secondary mathematics classrooms. Methods: To achieve this goal, we employ a qualitative research approach using semi‐structured interviews with 11 Austrian mathematics teachers. The interview guide is based on an adapted version of the Technology Acceptance Model. The data is analysed using reflexive thematic analysis. Results and Conclusions: Our findings reveal that mathematics teachers show a limited perception of digital AL. Teachers emphasise the need for materials to adapt task difficulty, provide error‐focused feedback, and personalise task contexts. They see potential in using AL during individual practice phases to support differentiation. However, barriers such as limited material availability and varying levels of digital confidence among teachers hinder its adoption in mathematics classrooms. With these insights, we provide fruitful information for educational stakeholders, material developers, and researchers on how to foster the implementation of digital AL materials in mathematics classrooms. Lay Summary: What is currently known about this topic? ○Digital adaptive learning provides individualized learning experiences to students.○Research has shown that digital adaptive learning in mathematics fosters a positive learning experience, increases test scores, and enhances motivation.○Teachers have limited awareness and knowledge of digital adaptive learning and its benefitsWhat does this paper add? ○We uncover teachers' perceptions of digital adaptive learning in mathematics.○We identify teachers' needs for digital adaptive learning materials in mathematics.○We analyze teachers' planned implementation strategies of digital adaptive learning materials in mathematics classrooms.Implications for practice/or policy ○Teacher education programs must explicitly address the concept of digital adaptive learning.○Developers of digital adaptive learning materials should prioritize differentiated difficulty levels, representations, feedback, and task contexts.○The findings highlight the need to bridge the gap between theoretical concepts of digital AL and classroom realities.
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