Over the past decade we have observed the advent of technological developments transforming the conventional understanding of the didactical situation in undergraduate courses. A group of lecturers at a South African University decided to create a digital environment for the teaching and learning of undergraduate mathematics. This was to address the difficulty students experience in mathematical proficiency. We explored the use of Moodle as a platform to achieve this aim. The various mechanisms situated on this platform are reported on. We show how a PC tablet was used during teaching and how the lecture notes are assimilated on the Moodle platform for student reference. Also online diagnostics for pre-calculus were designed and placed on the platform. Data showing student attempts of the various mathematics activities are analysed and discussed. The design and implementation of the online materials were based on an ontological model formulated by (Lora and Derina, 2004a). The findings of this study proved to have vital pedagogical implications and add to the theoretical ontological model.

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