Using the theoretical constructs of double instrumental genesis and instrumental distance, in this article, I examine case studies of four primary school teachers (K-5) in British Columbia, Canada, who implemented the multi-touch, iPad application TouchTimes (hereafter, TT) into their mathematics teaching. This novel digital technology provides embodied and relational experiences of multiplication through two different dynamic multiplicative models. In interviews, these teachers shared their personal experiences learning about this relatively new digital application themselves, the obstacles they encountered and their experiences integrating TT into their instructional repertoires as a tool for student learning. My aim was to identify specific episodes in which transitions occurred during the implementation of technology-enhanced mathematics lessons and to highlight how instrumental distance influenced the teachers' professional instrumental genesis. These episodes focus on (1) the internal shifts in thinking that the teachers experience personally and professionally while undergoing double instrumental genesis; (2) transitions across the two different microworlds that comprise TT, and the different multiplicative models portrayed by each of them; and (3) transitioning beyond the dynamic multiplicative models portrayed by TT towards mathematical activities with a static medium. My analysis indicates that these transitions are multi-faceted and complex, that the personal and professional instrumental geneses that teachers undergo may be closely intertwined and that, when speaking of TT, they clearly differentiate between ways of teaching with it and how students may learn using this technology.