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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.

This pragmatic action research explores Grade 3 teachers’ understanding of the implemented mathematics curriculum content. Exploring teachers’ understanding of the mathematics curriculum content is required because understanding of content determines how teachers teach, the resources they use, and how teachers assess. It should be noted that, over time, curriculum reforms take place; and these reforms impact not only on teachers’ knowledge, expertise, or motivation, but also on their understanding. Understanding, as synthesised by the researcher, is a planned, prescribed system of presenting one’s thoughts and expertise regarding a particular subject; in this case, mathematics. In exploring this phenomenon, six Grade 3 teachers from Nkangala District in Mpumalanga were purposefully sampled to be part of this study. Data was generated through two phases of reflective activities, observations, interviews, and a focus-group discussion. To answer the two research questions of this study, the generated data was analysed guided by the natural identity framework themes. Findings revealed that teachers’ understanding of the implemented mathematics curriculum content is mostly informed by a combination of their need to comply with the prescripts of policy and higher authority, common understanding to appease their societal needs, and individual understanding based on their experiences and beliefs. The study drew the conclusion that, for teachers to embrace the three propositions of understanding and  identities, teachers’ natural understanding identity should be promoted. This identity is underpinned by reflective practice and adaptation to what works in their day-to-day practice as teachers.  

 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 pragmatic action research explores Grade 3 teachers’ understanding of the implemented mathematics curriculum content. Exploring teachers’ understanding of the mathematics curriculum content is required because understanding of content determines how teachers teach, the resources they use, and how teachers assess. It should be noted that, over time, curriculum reforms take place; and these reforms impact not only on teachers’ knowledge, expertise, or motivation, but also on their understanding. Understanding, as synthesised by the researcher, is a planned, prescribed system of presenting one’s thoughts and expertise regarding a particular subject; in this case, mathematics. In exploring this phenomenon, six Grade 3 teachers from Nkangala District in Mpumalanga were purposefully sampled to be part of this study. Data was generated through two phases of reflective activities, observations, interviews, and a focus-group discussion. To answer the two research questions of this study, the generated data was analysed guided by the natural identity framework themes. Findings revealed that teachers’ understanding of the implemented mathematics curriculum content is mostly informed by a combination of their need to comply with the prescripts of policy and higher authority, common understanding to appease their societal needs, and individual understanding based on their experiences and beliefs. The study drew the conclusion that, for teachers to embrace the three propositions of understanding and  identities, teachers’ natural understanding identity should be promoted. This identity is underpinned by reflective practice and adaptation to what works in their day-to-day practice as teachers.  

 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.