Abstract:
During the COVID-19 era, remote mathematics curriculum delivery was a challenge to many teachers.
Teachers struggled to effectively integrate virtual environments in order to improve their Technological
Pedagogical Orientations (TPO). This study examined South African teachers' perceptions towards incorporating
Mobile Learning Technology-Based Innovations (MLTBI) to remotely facilitate quality delivery of mathematics
as construed by the Curriculum and Assessment Policy Statement. It also determined the degrees of TPO and
hurdles to integrating MLTBI among mathematics teachers in the wake of COVID-19. The study adopted a
mixed method approach and a descriptive survey research design. Fifteen out of thirty-two senior secondary
school Mathematics in-service teachers in one Circuit Manager Cluster, participated in the study. TPACK and
TAM theoretical frameworks underpinned the study. The conclusion was that usage of cell phones in mathematics
classrooms has an impact on both teaching and learning processes. Findings were that teachers might
be classified as either innovative or instrumental. Innovative teachers make transition from traditional chalk
and talk to innovative teaching. Altered teaching methods alter classes to make use of the enhanced benefits
that MLTBI may provide. Instrumental teachers used the device as a "glass book." The distinction between the
two groups' ramifications is in terms of mathematical learning outcomes. In the wake of COVID-19, the advent
of MLTBI signals a shift in Mathematics curriculum delivery, as the devices create interactive, media-rich, and
interesting new environments. Introduction of technological and pedagogical support to help teachers comprehend
MLTBI's full potential in education is recommended for policy makers.