The integration of technology into mathematics education has become essential for fostering deeper learner engagement and understanding. This study explores the form of technology used in Grade 8 Geometry where angles on a straight line is taught from online videos. Our study focus on the integration of different forms of technology observed in selected in these educational videos. By investigating how different forms of technology are used in Grade 8 Geometry instruction, the study seeks to uncover the strengths and weaknesses of current teaching practices. The motivation for this study emanates from the growing recognition of technology’s potential to enhance mathematics education, particularly in Geometry. Despite the increasing availability of technological tools, many teachers struggle to integrate them effectively into their teaching practices for enhancing understanding. The challenge often results in teaching approaches that emphasise series of steps at the expense of abstract understanding leaving learners with lack of connection in their foundational knowledge and problem-solving abilities. Our work is framed by Department of Basic Education (DBE, 2018) who stipulated in the framework, Teaching Mathematics for Understanding (TMU), that teachers are encouraged to teach mathematics for understanding. According to this framework, teachers are encouraged to teach mathematics for conceptual understanding, procedural fluency, and promote learner centred classrooms, where technology is incorporated. To achieve this, DBE have outlined few strategies on how to enhance learners understanding that include the use of technology. According to DBE, when dynamic software and Apps like GeoGebra and Desmos are used effectively, there might be a potential to strengthen learners’ conceptual understanding. This study used this statement as a basis where technology is incorporated with Grade 8 online Videos from three different teachers, teaching angles on a straight line. The study use Kilpatrick’s framework for mathematical proficiency. Using a qualitative research design, three YouTube videos were analysed to explore the form of technology used and the pedagogical approaches. The analysis revealed that teachers used a range of technologies, including static visuals, interactive whiteboards, and dynamic software such as animations with varying levels of effectiveness in enhancing Geometry teaching. Two teachers used technology primarily as a tool for visual representation as they were using pictures and interactive whiteboard for visualisation of diagrams. Also writing on the board, while one teacher utilized animations of rays for visualisations and to promote learner interaction and exploration. These findings align with the ideas from Kilpatrick’s framework for mathematical proficiency and the principles of TMU, emphasizing the need for professional development to enhance the integration of technology in fostering deeper understanding and learner engagement. Recommendations for this study include targeted training programs and curriculum adjustments to support effective technology use in Geometry instruction. This study contributes to the discourse on technology integration in mathematics education, offering insights into its role in improving learner outcomes in Geometry.

Keywords: Technology integration, Grade 8 Geometry, Kilpatrick's framework, Teaching Mathematics for Understanding (TMU), visual representation, interactive teaching.