Mathematics has always been considered a tricky subject because of its abstract concept and lack of personalization in the conventional method of instruction. The fast-paced development of Artificial Intelligence (AI) has brought innovative approaches to the instruction of mathematics through intelligent tutoring, adaptive learning, automated testing, and generative AI technology. AI technology allows for personalization of instruction, instant feedback, and increased engagement of the learner, which makes the learning process efficient and increases the level of comprehension. Nevertheless, the pervasive use of AI technology poses important pedagogical and ethical concerns, making AI a double-edged sword in the instruction of mathematics. Specific objectives are: (i) the place of AI in facilitating teaching and learning of mathematics, (ii) challenges that come with the integration of AI in mathematics education, and (iii) how managing AI use can be done to avoid over-reliance on technology and ensure that children do not lose the ability for independent thinking. The study adopts a conceptual research methodology informed by a critical review and synthesis of recent literature on AI applications, educational models, and ethical considerations. It has been determined that while it true that AI improves or enhances personalization and efficiency of assessments and engagement, over-reliance on it might hamper problem-solving skills and critical or conceptual understanding. It can thus be concluded from this paper that AI should be used as an aid in pedagogy and it should be grounded in sound pedagogy and ethical foundations so that there could be an optimum use of it.