This multi-phase mixed methods research study set-out to explore the integration of online gamified activities, within the context of mathematics education, specifically focusing on lower primary grade levels in an International private school and Tatweer public school in the eastern area of Saudi Arabia. The study examined the performance of mathematics education in traditional settings, the integration of online gamified activities for mathematics practice, as well the readiness of teachers with respect to technology integration in the Saudi primary education system. The results indicated that mathematics was being taught in somewhat traditional ways in both settings, albeit with evidence of collaboration and peer assessment, but limited innovative integration of technology by teachers in classroom practice. The findings further showed that the integration of online gamified learning activities to practice mathematics contributed positively to learners’ motivation and dispositions towards mathematics, and to their academic performance. Moreover, it further found that gamification elements, including the award of points and certificates, along with provision of facilities that enabled learners to engage competitively, receive feedback and publicly share their achievements, had a direct effect on increasing engagement and motivation of learners in mathematics education. The results also indicated that teachers overall felt positively disposed towards the integration of technology in education but needed better technology infrastructure and professional development training to progress the infusion of ICT in their practice. The recommendations of the study included: the provision of training for teachers on ICT skills development and pedagogies for technology integration, the need for the Saudi Ministry of Education to consider increased technological resourcing for schools, the communication of findings relating to inadequate or redundancy in the aesthetic design of online mathematics practice activities to game designers and educational technologists, and further research to ascertain whether the ‘bolt-on’ online Mathematics Practice model used in this study could be up-scaled to increase transitions towards technology integration in mathematics education across Saudi Arabia.