The focus of this action research was to adapt Bruner’s 3-tier theory to enhance conceptual knowledge of teacher trainees on integer operations. It looks into how learners' conceptual knowledge of integer operations changes over time, as well as their attitudes toward using the 3-tier model. Eighty-two (82) teacher trainees, who were in their first year semester one of the 2020/2021 academic year were purposely selected for the study. Data was collected using test and semi-structured interviews. The study found that using Bruner’s 3-tier theory contributed to substantial gains in conceptual knowledge on integers operations among learners.  It was also found that learners proffered positive compliments about the Concrete-Iconic-Symbolic (C-I-S) construct of lesson presentation and how it built their understanding to apply knowledge on integers operations. Learners also largely proffered positive image about C-I-S construct as it aroused interest and activated unmotivated learners. On these bases, the study concludes that lessons presentations should mirror C-I-S construct in order to alleviate learning difficulties encountered on integer operations. To do this, the study suggests that workshops on lesson presentation using C-I-S construct be organized for both subject tutors, mentors and lead mentors to re-equip their knowledge and to buy-in the idea among others.

The Program for International Student Assessment (PISA) was developed by the Organization for Economic Cooperation and Development to measure students’ knowledge and skills needed for today’s society. PISA is a large-scale assessment of 15-year-old students in reading, mathematics, and science. In this analysis of PISA data from Bosnia and Herzegovina (BIH), we examined the relationship between gender, mathematics achievement, and perceived meaning in life in BIH students. The sample for this analysis comprised 6480 students (3148 females and 3332 males). The results of the analysis revealed a small but statistically significant, negative relationship between mathematics and the student’s perception of the meaning in life. Boys achieved higher scores in mathematics than girls, but the difference was relatively small. In addition, boys’ rating of meaning in life was higher than that of girls. Knowing what factors influence mathematical achievement might help educators create better intervention programs. In conclusion, we provided some possible explanations for these data.

Out-of-field teaching in science is a phenomenon in many secondary schools across the world. While the reasons for out-of-field teaching are complex, its incidence is heightened in low socio-economic communities and in regional and remote school locations. Research on out-of-field science teaching in secondary schools has tended to focus on teacher competence, particularly in relation to pedagogical content knowledge. However, while teachers’ beliefs and teaching practices within their specialist subject are shown to be related, it is unclear how teachers’ beliefs and practices alter when teaching across subject boundaries. Using a boundary-crossing lens, where teachers engage in passing back and forth between different contexts, this study explored the relationship between teachers’ beliefs about their in-field and out-of-field discipline (science) and the connections to their teaching practice. Interview data, including a video-stimulated interview of a lesson in a teacher’s specialist field and then a subsequent out-of-field lesson, were analysed using the framework of a belief that investigated the relationships between in-field and out-of-field beliefs and practices. Findings indicate that those who teach science out-of-field revert to traditional ways of teaching, despite being more open and adventurous in their in-field discipline areas. However, there were significant instances of boundary crossing with their pedagogy to support their teaching – both in-field and out-of-field. These findings support the development of structured mechanisms and strategies to assist teachers to cross boundaries to establish new and unique interdisciplinary practices.

Bring your own device (BYOD) policy implementation in schools worldwide has allowed students to learn subjects, including mathematics, using personal mobile devices (PMDs). PMD use has enhanced students’ mathematics enjoyment by bridging the gap between theoretical mathematics concepts and their practical applications, which makes mathematics more meaningful and leads to improved results. Nonetheless, students in Namibian basic education are not authorised to learn with PMDs in school. While students’ PMD use in school remains a topic of debate, there remains a need to investigate its impact on students’ mathematics learning and teachers’ perceptions of BYOD in mathematics classrooms. This study evaluated the perceptions and intentions of 209 Namibian mathematics teachers from the Omusati and Khomas regions regarding students’ mathematics learning using PMDs in schools. Data were collected through an online survey. A structural equation model revealed teachers’ positive intentions towards students’ use of PMDs through BYOD in learning mathematics in school. Perceived usefulness (PU), perceived ease of use (PEoU), and price value (PV) factors directly affected the teachers’ behavioural intentions (BI) towards students learning mathematics through BYOD. PEoU significantly affected teachers’ PU, and PV significantly affected teachers’ PEoU and PU. PU significantly mediated the relationship between PEoU and teachers’ intentions. PV significantly indirectly affected teachers’ intentions through PU. PEoU non-significantly mediated the PV and intention relationship. Practical implications are discussed, and recommendations are offered for the Namibian Ministry of Education, Arts and Culture and teacher training institutions.

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.  

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.