The rapid advancement of information technology has significantly facilitated modern human life. However, despite the swift progress in digital technology, there has been limited headway in leveraging technology to support mathematics education, particularly in the domain of problem-solving. Mobile learning (M-learning) platforms offer promising avenues to address this gap, providing accessible and interactive tools that can enhance problem-solving skills in mathematics through engaging activities, real-time feedback, and personalized learning experiences. Thus, this study aimed to evaluate the implementation of a combination of M-learning and problem-based learning (M-PBL) teaching activities among mathematics teachers. The MPBL teaching activities were developed based on the M-learning model, Problem-Based Learning model, and Social Constructivism theory, resulting in 17 pertinent activities eligible for execution by mathematics teachers. The evaluation phase was conducted through interviews with three mathematics teachers. Data collection involved interview transcripts and document analysis, with subsequent content analysis based on the TUP Usability Evaluation Model's three facets: technology, usability, and pedagogy. Overall, the participating teachers expressed positive perspectives on the technological, usability, and pedagogical aspects of the M-PBL teaching activities. These activities provide teachers with a valuable resource to creatively teach problem-solving in mathematics using mobile technology, fostering the development of creative and innovative students aligned with the aspirations of the Fourth Industrial Revolution.