BACKGROUND: Within the ambit of the Fourth Industrial Revolution (4IR), the use of technology-based tools within teaching and learning is advancing rapidly at education institutions globally, including the teaching and learning of mathematics. Learners and teachers have challenges with teaching and learning fractions in mathematics. A learner's understanding of fractions is fundamental for the understanding of key concepts in other mathematics sections. AIM: This qualitative, interpretive study examined the perceptions of Grade 5 learners about the use of technology-based tools, more specifically videos and PowerPoint presentations when learning fractions in mathematics. SETTING: This study was located at one primary school in KwaZulu-Natal, South Africa. METHODS: The study was framed within the ambit of social constructivism, and data were generated via task-based worksheets, interactive technology-based lessons and focus group interviews. RESULTS: Based on the results of this study, it was evident that the participants valued the use of the technology-based tools during the teaching and learning of fractions. Based on an interpretive analysis of the data generated, two major themes emerged. Participants indicated that using videos and PowerPoint presentations inspired an appealing and fun way of learning fractions and inspired an encouraging atmosphere for learning fractions. These results may be of value to teachers, teacher educators, researchers, curriculum developers and learners of mathematics CONCLUSION: The concluding comments of this article mention research implications and recommendations for further research within this area. These recommendations are significant as there is a need for educational institutions globally to embrace the 4IR within teaching and learning.

In South-Africa, there exists a shortage of technicians, technologists and engineers. This paper aims to document one approach that can be followed to entice young inspiring and intelligent learners from the secondary teaching institutions to enroll for engineering studies at a recognised university through Science, Technology, Engineering and Mathematics (STEM) -based projects. The Technolab at the University of Johannesburg is an entity that was started to promote the Engineering School of the University to secondary schools. The aim is to use exciting fun technology project challenges to entice younger learners to enroll for engineering studies at the University of Johannesburg. The technology project challenges are administered by the Technolab at the University of Johannesburg. In this paper, three of the main Technolab projects are discussed, including the difficulties experienced in terms of the logistics and difficulty level of the project. The primary contribution of this paper is the model adopted to host STEM-based projects in South Africa and the impact of this model that leads to increased participation. In 2016 and 2017 for the AfrikaBot competition, there were 45 and 56 participants respectively and 25 and 40 successful completions respectively. For the CO2 dragster challenge, from 2014 to 2017, the number of participants increased from 22 to 129. For the Weather Station challenge during 2014 and 2015, there were a total of 22 participating groups and 14 successful completions.