iPad is potentially one of the most revolutionary educational tools. It is an interactive handheld device that has been widely recognised and acknowledged to be successful support for education systems worldwide. Lately, Saudi Arabian schools have introduced iPad as an integral part of teaching and learning in the classroom environment of secondary schools. At the same time, it is common knowledge that Mathematics as an academic subject is traditionally one of the more challenging subjects to teach and learn. This is because of the complexity of the mathematical concepts, equations and logic involved. However, there is an increasing awareness that the integration of interactive, pictorial and real-life scenarios using iPads may enhance the teaching of Mathematics and may potentially be a 'gamechanger' in supporting learning processes and the results achieved, in teaching and learning in Mathematics. This paper presents some of the preliminary results of a pilot study conducted within Saudi Arabian schools, using interview data from Mathematics teachers to understand and assess the impact of using the iPads in teaching and learning Mathematics. Four key elements are used to address the overall impact of iPads as understood by Mathematics teachers. Firstly, questions related to the teaching and learning of Mathematical concepts and basics were explored. This included issues such as how teachers enable students to learn concepts more effectively with the use of iPads. The effect of the use of iPad on lesson planning was also investigated along with the frequency of use and time management using iPads in classrooms. The second key element related to the result and sense of achievement of student learning using iPad, including evidence of preparedness, and results in the form of solving the mathematical problems, connecting the student to the reality of concepts using pictures. Thirdly, the research examined the motivation of both the teacher and learners and how iPads change communication and collaboration techniques within the classroom setup. The final key element concerns the obstacles to the use of iPad and how these can be overcome to ensure a smooth transition for schools that are yet to embrace the use of iPad. The paper summarises the list of steps required for increased and successful use of iPad within the Saudi secondary school's set up, to teach Mathematics. The practical challenges, approach and attitudes of education authorities, is discussed, with support from the case studies of the successful use by schools and institutions globally who have managed to turn the challenge of learning Mathematics into 'a joy of achievement' for students. Previously these students may have been fearful of this academic subject. The researcher believes that Saudi Arabia can potentially benefit immensely, and at a higher level, in terms of its students' attitudes towards learning, be it in the school or life in general, with the introduction of iPads as learning tools at an early age.
