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This paper presents the effects of technology integration in the learning and teaching of Mathematics in first- and second-year mathematics students. The technology-based learning environment has been the demand in groundwork learning to shape a more active approach to students' learning process. The South African government has made an obligation to advance its people's Information and Communication Technology (ICT) skills and to connect the digital gap by targeting previously disadvantaged groups. The interpretive approach was used with face-to-face interviews to collect data from ten participants. Six participants were interviewed by the lecturers teaching mathematics and four students doing mathematics in one of the rural universities in the Eastern Cape. Findings confirmed that (i) Teacher technology competence and lack of resources are barriers to technology learning implementation. (ii) Consequently, it became evident that learners had a robust positive perception of computer usage in Mathematics learning and teaching even though almost all had little or no access to computers in their schools. It is recommended that the university should ensure that all students have the data card loaded with uncapped data for learning and teaching to run smoothly.

 In this article, we discuss teaching strategies that high-performing mathematics teachers use to assist learners in solving challenging 3-dimensional (3D) trigonometry concepts more effectively. High school learners often find 3D trigonometry challenging. For this study, a purposively qualitative research design was chosen. Five mathematics teachers were interviewed, and 381 scripts of the learners were analysed with the mathematical language error, procedural error, conceptual error, and application error (MPCA error) analysis protocol. Results from this study showed that using concrete models to illustrate the dimensions of 3D concepts was helpful for high-performing schoolteachers. The mathematical knowledge and the quality of mathematical instructions used by the teacher to unpack the 3D trigonometry concepts were found to play a pivotal role in the learners’ understanding. The teachers’ in-depth knowledge of error analysis was valuable, while the teachers’ ability to implement blended learning was crucial for learners. When a misconception occurs amongst learners, it should be challenged or contrasted with the correct conception. An understanding of learners’ errors in 3D trigonometry helps teachers minimise learners’ errors.

Digital transformation tools are increasingly promoted as strategic resources for improving mathematics learning, yet their contribution to conceptual understanding remains uneven across school systems. This systematic literature review examines how dynamic mathematics software, virtual manipulatives, adaptive learning systems, educational games and collaborative digital environments enhance conceptual understanding in secondary school mathematics. Guided by constructivist learning theory, cognitive load theory, socio-cultural theory and technological pedagogical content knowledge, the review synthesises peer-reviewed literature published between 2015 and 2025, supported by PRISMA-informed searching, screening and thematic analysis. The final synthesis shows that digital tools support conceptual understanding when they enable multiple representations, dynamic visualisation, feedback-rich exploration, personalised pathways and mathematical discourse. However, these benefits are conditional rather than automatic. Teacher digital-pedagogical competence, assessment alignment, cognitive design quality, learner language, infrastructure and equitable access mediate whether digital transformation becomes meaningful learning or merely tool substitution. The review contributes to business and social science scholarship by positioning the digital transformation of mathematics as an educational, social equity, and human capital development issue. It argues that secondary mathematics systems require coherent investment in teacher capability, curriculum redesign, responsible data use and inclusive infrastructure. The paper concludes that digital transformation should be governed as a pedagogical and systemic reform process, not as a technological intervention alone.

Digital transformation tools are increasingly promoted as strategic resources for improving mathematics learning, yet their contribution to conceptual understanding remains uneven across school systems. This systematic literature review examines how dynamic mathematics software, virtual manipulatives, adaptive learning systems, educational games and collaborative digital environments enhance conceptual understanding in secondary school mathematics. Guided by constructivist learning theory, cognitive load theory, socio-cultural theory and technological pedagogical content knowledge, the review synthesises peer-reviewed literature published between 2015 and 2025, supported by PRISMA-informed searching, screening and thematic analysis. The final synthesis shows that digital tools support conceptual understanding when they enable multiple representations, dynamic visualisation, feedback-rich exploration, personalised pathways and mathematical discourse. However, these benefits are conditional rather than automatic. Teacher digital-pedagogical competence, assessment alignment, cognitive design quality, learner language, infrastructure and equitable access mediate whether digital transformation becomes meaningful learning or merely tool substitution. The review contributes to business and social science scholarship by positioning the digital transformation of mathematics as an educational, social equity, and human capital development issue. It argues that secondary mathematics systems require coherent investment in teacher capability, curriculum redesign, responsible data use and inclusive infrastructure. The paper concludes that digital transformation should be governed as a pedagogical and systemic reform process, not as a technological intervention alone.

 In this article, we discuss teaching strategies that high-performing mathematics teachers use to assist learners in solving challenging 3-dimensional (3D) trigonometry concepts more effectively. High school learners often find 3D trigonometry challenging. For this study, a purposively qualitative research design was chosen. Five mathematics teachers were interviewed, and 381 scripts of the learners were analysed with the mathematical language error, procedural error, conceptual error, and application error (MPCA error) analysis protocol. Results from this study showed that using concrete models to illustrate the dimensions of 3D concepts was helpful for high-performing schoolteachers. The mathematical knowledge and the quality of mathematical instructions used by the teacher to unpack the 3D trigonometry concepts were found to play a pivotal role in the learners’ understanding. The teachers’ in-depth knowledge of error analysis was valuable, while the teachers’ ability to implement blended learning was crucial for learners. When a misconception occurs amongst learners, it should be challenged or contrasted with the correct conception. An understanding of learners’ errors in 3D trigonometry helps teachers minimise learners’ errors.

This paper presents the effects of technology integration in the learning and teaching of Mathematics in first- and second-year mathematics students. The technology-based learning environment has been the demand in groundwork learning to shape a more active approach to students' learning process. The South African government has made an obligation to advance its people's Information and Communication Technology (ICT) skills and to connect the digital gap by targeting previously disadvantaged groups. The interpretive approach was used with face-to-face interviews to collect data from ten participants. Six participants were interviewed by the lecturers teaching mathematics and four students doing mathematics in one of the rural universities in the Eastern Cape. Findings confirmed that (i) Teacher technology competence and lack of resources are barriers to technology learning implementation. (ii) Consequently, it became evident that learners had a robust positive perception of computer usage in Mathematics learning and teaching even though almost all had little or no access to computers in their schools. It is recommended that the university should ensure that all students have the data card loaded with uncapped data for learning and teaching to run smoothly.