This study investigates the type of mathematical understanding; conceptual understanding or procedural fluency that is emphasized in Grade 8 Geometry instruction when technology is integrated into teaching practices. The research is motivated by the ongoing global discourse on how digital tools can enhance learning in mathematics classrooms and whether they contribute meaningfully to learners’ deep comprehension of mathematical ideas or merely facilitate procedural task completion. Informed by Kilpatrick et al.’s (2001) [1] five strands of mathematical proficiency and the Teaching Mathematics for Understanding (TMU) model, this study seeks to critically examine the pedagogical use of technology and the cognitive demands placed on learners in technologically supported geometry instruction. A qualitative research approach was adopted, employing content analysis of three purposively selected instructional videos available on YouTube, featuring teachers using various forms of technology in Grade 8 Geometry lessons. The analysis focused on two central aspects: the form of technology used (e.g., static visuals, interactive whiteboards, animations), and the type of mathematical understanding that emerged in the instructional processes. Attention was given to whether the use of technology enabled conceptual learning such as understanding relationships between angle types, geometric properties, and problem-solving strategies or whether it facilitated procedural fluency such as applying memorized rules to find unknown values without understanding their conceptual underpinnings. Findings from the analysis reveal a prevalent reliance on visuals and interactive whiteboards, often used in ways that promote procedural rather than conceptual learning. Teachers frequently demonstrated how to solve geometry problems by applying fixed rules, such as subtracting known angles from 90° or 180°, without engaging learners in the underlying reasons for these procedures. In many instances, technology served primarily as a presentation tool, replacing traditional chalkboards with digital whiteboards, rather than functioning as an interactive medium to promote mathematical exploration or learner engagement. While some lessons included representations that suggest at conceptual connections such as showing how adjacent angles share a vertex. These opportunities were underdeveloped and rarely extended into learner-centered inquiry or problem-solving discussions. This pattern of technology use contrasts with the pedagogical principles emphasized by Kilpatrick et al. (2001) [1], who argue for a balanced development of both conceptual understanding and procedural fluency as core components of mathematical proficiency. Similarly, the TMU model advocates for instructional strategies that engage learners in making sense of mathematical ideas through reasoning, multiple representations, and discourse. The study’s findings suggest that, although technology has the potential to support such goals, its current use in the observed lessons falls short of realizing this potential. The study concludes that a more intentional, pedagogically informed use of technology is needed to foster conceptual understanding alongside procedural competence in geometry classrooms. Professional development for mathematics educators should emphasize how different technological tools (dynamic geometry software, simulations and virtual manipulatives) can be effectively used to support visualisation.

Keywords: Conceptual understanding, procedural fluency, Grade 8 Geometry, Kilpatrick's framework, Teaching Mathematics for Understanding (TMU).