Digital Adaptive Learning in Secondary Mathematics: A Qualitative Interview Study With Austrian Teachers on Perceptions, Needs, and Implementations

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 becauseteachers serve as the primary decision-makers regarding the adoption of resources. Without their decision to integrate digital ALmaterials, 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 ALmaterials 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 Austrianmathematics teachers. The interview guide is based on an adapted version of the Technology Acceptance Model. The data isanalysed using reflexive thematic analysis.Results and Conclusions: Our findings reveal that mathematics teachers show a limited perception of digital AL. Teachersemphasise the need for materials to adapt task difficulty, provide error-focused feedback, and personalise task contexts. Theysee potential in using AL during individual practice phases to support differentiation. However, barriers such as limited materialavailability and varying levels of digital confidence among teachers hinder its adoption in mathematics classrooms. With theseinsights, we provide fruitful information for educational stakeholders, material developers, and researchers on how to foster theimplementation of digital AL materials in mathematics classrooms.