Using ePortfolios in mathematics learning is a valuable way to visualise students' learning outcomes in student-driven learning. ePortfolios are typically a collection of finished or fixed artefacts. However, several new software applications offer the opportunity to incorporate the interactive and dynamic characters of mathematics and mathematics­ /earning outcomes. Utilising such new software applications could be further enhanced by using student-driven approaches to teaching such as flipped learning, which is one example of merging the Rotation and Flex models of blended learning. Our study aimed to investigate students' requirements of dynamic and interactive ePortfolio software and related approaches to teaching and learning using the principles of explorative case studies enhanced with the techniques of design-based research and grounded theory. Qualitative analysis of student data collected over seven months indicates that key requirements are (a) a customisable techno-mathematics learning environment, (b) a tool that can enable mathematics learning with different representations, and (c) a familiar and intuitive mathematics learning environment with a limited set of tools.