The use of technology-based tools to teach mathematics and science is an important topic to explore. This qualitative, interpretive study reports on a study located in KwaZulu-Natal, South Africa. The study was conducted in three Grade 10 mathematics classrooms and sought to explore mathematics teachers’ use of technology-based tools to teach Euclidean Geometry. The study was framed within the ambits of Activity Theory, and data were generated through questionnaires, observations of lessons focusing on the teaching of Euclidean Geometry and semi-structured interviews with participants. The results indicated that technology-based teaching might positively influence the teaching and learning process. The results of this study are of value to all stakeholders in education and would be of benefit to mathematics teachers, learners, researchers, and curriculum developers.

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