Naidoo, Jayaluxmi.Mthembu, Sibongile Tsepiso.2018-12-132018-12-1320162016http://hdl.handle.net/10413/15942Master of Education in Mathematics Education. University of KwaZulu-Natal, Durban, 2016.Globally the use of technology is changing the face of the classroom. However, in South Africa, with the large numbers of schools with poor infrastructure, the technology that can be used in most schools is limited. In a bid to increase the technological resources available to disadvantaged schools, the Department of Basic Education (DBE) has introduced the iBox multimedia device. The iBox is a portable and durable technological tool that incorporates a laptop, a projector, built-in speakers and a hand-held interactive whiteboard. The purpose of this study was to explore the ways in which secondary school mathematics teachers from one district in KwaZulu-Natal (KZN) incorporated the iBox into their lessons. The 35 teachers were selected from nine previously disadvantaged high schools. This purposive sampling was for the schools which were provided with the iBox. The data collection methods included a questionnaire, observations and semi-structured interviews. The study focused on three case studies of three mathematics teachers from three different schools. The study is qualitative and was informed by the interpretive paradigm. The narrative report that was gathered from the data collection was observed with various limitations and shortcomings of the context of previously disadvantaged schools. The study took these into consideration. The use of the iBox multimedia device was used up against traditional instructional methods by the participants. The outcomes conclude that this multimedia device has a potential of being an integral part in mathematics education, as long as comprehensive classroom support is provided.en-ZATheses - Mathematics and Computer Science Education.Mathematics - Study and Teaching.Education - Effective of technological innovations.Educational Technology.Teacher effectiveness.Thesis