Objective: The study investigates first-year teacher education students’ self-directed learning through Computer-Aided Mathematics Instruction (CAMI).Methods: A total of 230 first-year mathematics teachers specialising in Further Education and Training (FET) phase teaching participated in the study, where responses from 50 student teachers were purposively and conveniently selected to report on in this paper. A qualitative research method approach was used and open–ended questionnaires were utilised to collect the data for first-year teacher education students’ self-directed learning. The questionnaires were analysed using descriptive data analysis.Results: Results of the study revealed that CAMI was used to monitor students’ learning, the time the learning takes place, the performance of the student within the duration of time, and to evaluate student performance. The results also revealed the skills that characterised self-directed learning and active learning where the student teachers were motivated to learn more and to solve difficult problems in mathematics.Conclusions: The study recommends technology integration, such as CAMI, in teacher education and teaching and learning in the Higher Education Institutions (HEIs), to promote self-directed learning and support effective learning for future learners.

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Innovative techno-blended teaching methodologies are needed for 21st-century classrooms. This paper reports on the introduction of a techno-blended device for mathematics teaching in South African senior secondary classrooms. The research sample included 12 third-year mathematics education student teachers from a rural university. A qualitative case study design was employed. Participants were purposively selected. Data collection methods included non-participatory observation and in-depth individual interviews. The TPACK model and the Mathematical Knowledge for Teaching Framework guided the analysis of the data. The study found that the mathematics student teachers successfully implemented GammaTutor in their classrooms, thus demonstrating their proficiency and aptitude in utilising technology in the learning environment. The GammaTutor device also aided in teaching and learning mathematics by simplifying mathematical ideas for learners. Furthermore, it enabled the development of learner discourse as a crucial component for developing learners' problem-solving skills. Since the mathematics student teachers engaged the learners with a variety of mathematical exercises using the GammaTutor technology, the integration of GammaTutor in the mathematics classroom exhibited learner-centred provisioning. The study proposes a teaching model for creating innovative teaching spaces in rural schools in South Africa.