This study delved into the factors affecting secondary school students’ interest to learn Mathematics. The aim was to gather insights that can inform strategies aimed at enhancing students' engagement, enthusiasm, and achievement in Mathematics education. Literature information was downloaded using databases such as Google Scholar, ERIC, Search 4 Life, Scopus, Web of Science, and Academia. Of the 129 studies obtained, 117 articles were retained after removing duplicates and studies that did not meet the themes of the study. Further filtering of studies by removing primary and higher learning school-related studies allowed the retention of 25 relevant pieces of research published between 2000 and 2024. The results from the systematic reviews analysis showed that instructional strategy, instructional materials, the importance of Mathematics, a future career in Mathematics, students’ attitudes towards Mathematics, students’ enjoyment of Mathematics lessons, teachers and parental support, and students’ perception towards Mathematics, are amongst the key factors affecting positively secondary school students’ interest to learn Mathematics.  

The article investigates the impact of assessment data analysis on promoting deeper learning in Canadian high schools, specifically focusing on teachers’ flexibility in data-driven evaluation. The research contributes to the discourse on assessment practices by emphasizing the importance of authentic assessments, competency-based learning, and grading methodologies. Selected high school teachers drawn into this further study formed a fraction of the initial set of participants. Classroom practices of assessments concentrate on: (a) Freedom to facilitate deeper learning in instructing, assessing, and sustaining interest. The others are: (b) Teacher’s emphasis on competency-based (standard-based) learning to make learning appealing to students in educational spaces, and (c) Testing, collecting test score data, analyzing, and reporting students grades to present parents and school districts/boards with accurate progressive data reflective of diversity in learning. In this qualitative focus group case-study discussion, participants indicated time expended in performing critical analysis of data to grade students is burdensome, but the joy of such practice far outweighs the inherent difficulties, knowing that student success is founded on flexibility, freedom in decision-making, and being reflective as educators.

Global concern surrounds students' mathematics learning, development, and achievement. Scholarly discussions have explored various factors influencing students' mathematics performance. However, more information is needed to understand the impact of mathematics teaching styles on student outcomes in developing contexts like Nepal. This study examines the moderators of mathematics teaching styles and their influence on students' performance. To achieve this, the Teachers' Teaching Style Questionnaire (TTSQ) collected quantitative data from 469 grade nine students across 14 high schools in Kathmandu, Lalitpur, and Bhaktapur districts of Nepal. Confirmatory factor analysis, path analysis, and moderation analysis were performed to examine the effects of teaching styles on student achievement in mathematics. Key findings indicate that teaching styles, such as consideration and openness, are not significant predictors of student achievement, but rigid teaching styles can predict student achievement in mathematics. However, impact of the rigid teaching style was negative on student achievement. School type influenced the relationship between performance and considerate teaching, favoring private schools. School location influenced the relationship between considerate teaching and student performance in mathematics, favoring rural schools. Likewise, urban schools had a negative effect on the relationship between teacher openness and student performance, but rural schools had a positive effect on their relationship. Furthermore, low and high-ability students moderated the relationship between considerate teaching and student achievement, with the negative effect of low ability on considerate teaching and student performance and the positive influence of high ability on considerate teaching and student achievement. Student ability influenced the relationship between teacher openness and student performance, with a negative moderations of low and moderate ability students. The study concludes by emphasizing the importance of teacher training in teaching styles for high schools in Nepal and similar contexts.