Abstract
Innovative techno-blended teaching methodologies are needed for 21st-century classrooms. This paper reports on the introduction of a techno-blended device for mathematics teaching in South African senior secondary classrooms. The research sample included 12 third-year mathematics education student teachers from a rural university. A qualitative case study design was employed. Participants were purposively selected. Data collection methods included non-participatory observation and in-depth individual interviews. The TPACK model and the Mathematical Knowledge for Teaching Framework guided the analysis of the data. The study found that the mathematics student teachers successfully implemented GammaTutor in their classrooms, thus demonstrating their proficiency and aptitude in utilising technology in the learning environment. The GammaTutor device also aided in teaching and learning mathematics by simplifying mathematical ideas for learners. Furthermore, it enabled the development of learner discourse as a crucial component for developing learners' problem-solving skills. Since the mathematics student teachers engaged the learners with a variety of mathematical exercises using the GammaTutor technology, the integration of GammaTutor in the mathematics classroom exhibited learner-centred provisioning. The study proposes a teaching model for creating innovative teaching spaces in rural schools in South Africa.
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