This paper explores the use of technology-based teaching methods when teaching shape and space in grade 10 Mathematical Literacy. It reports on a study located in KwaZulu-Natal, South Africa. The study was conducted in one grade 10 Mathematical Literacy class in which 31 participants who volunteered, attended technology-based lessons focusing on shape and space. This interpretive study engaged with mixed-method data collection techniques and was framed within the ambits of Activity Theory. The data were generated through two sets of questionnaires, learner reflection sheets, focus group interviews and an analysis of a pre and post-task. An analysis of the data revealed that the participants were only exposed to the chalk and talk method of teaching. The findings indicated that technology-based teaching might positively influence the teaching and learning process, especially since we are working with millennial learners. The findings of this study are of value to all stakeholders in education, particularly those who are keen to assist with South Africa’s readiness for the Fourth Industrial Revolution.

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