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Peer teaching is a valuable practice that helps pre-service teachers to acquire the knowledge and the expertise required for teaching as well as improving their pedagogical content knowledge. For that reason, this study focused on the pre-service mathematics teachers' peer teaching, with the intention of exploring their pedagogical content knowledge as mirrored in peer teaching. The participants were four pre-service secondary mathematics teachers. Each participant designed a lesson plan and conducted peer teaching on a mathematics concept of her choice. The lesson plans and videotapes of the participants' peer teaching were the data collection instruments. The components of pedagogical content knowledge were used to analyze the data. The findings revealed that the pre-service mathematics teachers were knowledgeable about the subject content matter, but their knowledge of learners, understanding of instructional strategies and familiarity of context was inadequate about the topic of their peer teaching. The study recommends an amalgamated teaching of mathematics content courses and pedagogy courses.

The study focuses on peer and teacher educators' assessments in teacher education and the level of agreement between pre-service teachers' and teacher educators' assessments. The study employed a mixed-method approach using a lesson observation and assessment instrument and interviews to gather data. Seven conveniently sampled pre-service teachers and two teacher educators participated in this study. The findings showed statistically significant differences between pre-service teachers' and teacher educators' scores on ten items, and their scores were not statistically significant on five of the items. The pre-service teachers scored higher marks than the teacher educators. Their reasons for scoring higher marks were to maintain relationships and lack of content and pedagogical knowledge. Pre-service teachers need to know that peer-teaching and assessment are meant for long-lasting learning instead of simply scoring marks.

Past studies revealed that the integration of ethnomathematics approaches is of great importance in the teaching and learning of mathematics as it is believed to improve learners' understanding and achievement in mathematics. Cognisant of the benefits of using ethnomathematics approaches in teaching and learning mathematics, the Zimbabwean school syllabus recommends the adoption and integration of ethnomathematics approaches to improve the learners' performance. The purpose of this mixed-method study was to determine the comparative effectiveness of ethnomathematics approaches and the traditional lecture approaches as well as teachers' views on the use of ethnomathematics approaches. The study sample comprised 90 learners and two teachers from one secondary school in Bindura district in Zimbabwe. Two instruments, a test and interviews were used for data collection. The participating teachers taught the concepts of consumer arithmetic for four weeks. Findings of the study showed that learners taught using an ethnomathematics approach achieved significantly higher in the test than those taught consumer arithmetic using the traditional approach. The study revealed that teachers appreciated the use of ethnomathematics approaches in the teaching of consumer arithmetic as their learners were motivated, actively involved and interested in learning the concepts. It was also reported that ethnomathematics approaches improve learners' understanding and retention of arithmetic concepts. The study, therefore, recommended training of the teachers on the use of the ethnomathematics approach in the teaching and learning of consumer arithmetic.

This article reports on a study that explored how a group of in-service mathematics teachers integrated ethnomathematics approaches into the teaching and learning of geometry. The study used a convergent parallel mixed-methods design, which combined both quantitative and qualitative methods, to provide a deeper understanding of how the participants integrate ethnomathematics approaches into the teaching and learning of geometry. The data for the study were gathered from 40 in-service mathematics teachers through the use of questionnaires and focus group discussions. Results showed that the in-service teachers integrate ethnomathematics approaches into the teaching and learning of geometry as learning materials, resources, and the learning context. Based on the study, it is suggested that teachers should consider the incorporation of ethnomathematics approaches into the teaching and learning of geometry using technological means such as the internet, TV, and films. The findings have implications for continuous teacher professional development in the forms of workshops for the teachers involving the use of ethnomathematics approaches.

Geometry is an essential component of mathematics which promotes the development of critical thinking and problem-solving skills. Geometry shapes are an integral part of our lives. This study focused on the teachers' practices, specifically on how teachers ought to be equipped with a good understanding of the effectiveness of the use of diagrams in geometry teaching and learning. A mixed-method approach comprising of questionnaires and interviews was used in this study. Ninety-one teachers participated in this study. The research findings were categorized using the four themes of utility, positive attitudes, negative attitudes, and teachers' use of diagrams in geometry class. The study showed that diagrams are effective in the teaching and learning of geometry concepts. It is recommended that teachers could do well if they make use of technology in designing diagrams to be used in the teaching and learning of geometry.

The study intended to find out how in-service teachers were trained to teach geometry in Zimbabwe. Mixed method was employed in this study, in which qualitative and quantitative methods are concurrently used. While the questionnaire with closed ended questions constituted the quantitative aspect of the study, the open ended questionnaire questions and focus-group discussions were used for the qualitative aspect. The study participants consisted of 40 in-service teachers who completed the questionnaires and then participated in focus-group discussions. The findings reveal that 52.5 per cent of the teachers were adequately prepared to teach geometry and both teacher-centred and learner-centred approaches were used during their training. It emerged that teachers are likely to teach using the approaches that they experienced during their training. It is recommended that initial teacher training programs should adequately train teachers to teach geometry for them to be able to teach it effectively in schools.

Geometry and culture are interrelated, making school geometry closely connected to the environment as well as culture in which it is taught. With regard to this connectedness, the Zimbabwean mathematics syllabus indicates that geometry should be connected to the learners' environment and culture. This article explores teacher-related challenges to the integration of ethnomathematics approaches into the teaching of geometry. Findings are based on feedback received from questionnaires and focus-group discussions in which 40 in-service mathematics teachers expressed their views on the challenges that affect the integration of ethnomathematics approaches into the teaching of geometry. Major challenges included lack of knowledge on ethnomathematics approaches and how to integrate these approaches into the teaching of geometry; teachers' lack of geometry content knowledge, teachers' views of geometry taught in schools, teachers' competence in teaching geometry, teaching and professional experience as well as resistance to change by teachers. The study recommends that teacher training institutions need to redesign their curricula to include ethnomathematics approaches and that there is need for in-service training on ethnomathematics approaches.

A qualitative research design comprising of open-ended questionnaires and focus group discussions was used to investigate learner-related variables that impede the integration of ethnomathematics approaches into the teaching and learning of geometry. Proportional stratified sampling and recruitment based sampling were used to select the 40 in-service teachers who took part in this study. The data was analysed inductively. The findings revealed that learners' attitudes towards ethnomathematics approaches, learners' lack of knowledge on cultural examples, cultural diversity, resistance to change by learners, lack of listening skills by learners and learners' attitudes towards geometry impede the integration of ethnomathematics approaches into the teaching and learning of geometry. It is recommended that teachers should find ways to use cultural examples that accommodate all the learners from the varied cultural backgrounds. Teachers should also find ways of motivating the learners to learn geometry.

This study reports on in-service mathematics teachers' views of geometry in the context of ethnomathematics. A convergent parallel mixed method design which includes both quantitative and qualitative methods was used to provide a deeper understanding of how the participants view geometry from an ethnomathematics perspective. Questionnaires and focus group discussions were used to gather data from 40 in-service mathematics teachers. The teachers' views of geometry were classified under the cultural, social and practical dimensions of ethnomathematics. The views held by the teachers influence the way they teach geometry. The study suggested that knowledge construction and conceptual understanding in geometry are essential for its application in everyday life.

The study comprised thirteen pre-service teachers who were purposely sampled. Even though there are different online platforms that the pre-service teachers could have used, they all delivered their lessons through WhatsApp because of the several benefits attached to it such as ease and flexibility to use, low cost of WhatsApp bundles, various functions and the fact that it can be used anywhere at any time. The pre-service teachers faced several challenges during peer teaching using WhatsApp such as lack of smartphones, a flood of messages, human interruption, unavailability of electricity and internet and the nature of mathematics concepts. Difficulty in maintaining discipline, assessing learners' progress was also difficult and it was time-consuming to prepare and deliver lessons using WhatsApp. The pre-service teachers suggested that the prices of online devices such as smartphones and WIFI should be subsidized. In addition, they suggested that lessons should be recorded for the learners and that parents should be involved in their children's learning by encouraging them to provide online tools and educating them on online teaching and learning. The study recommends that pre-service teachers need to be trained on the use of online platforms so that they are equipped for any eventuality such as the COVID-19 pandemic.

Research indicates that mathematics anxiety is among the factors that contribute to poor performance in mathematics. Learners have a risk of developing severe mathematical difficulties that might impede their socio-emotional development and future mathematics careers; therefore, an understanding of instructional strategies to reduce mathematics anxiety is important. The objective of this systematic review is to summarise the existing body of research on instructional interventions for addressing mathematics anxiety in the classroom. Nine articles that met the inclusion criteria were identified. To address mathematics anxiety in learners, two of the identified articles used problem-solving, one collaborative learning, two personalised instruction, one peer teaching using a photovoice approach, one brain-based instructional strategy, and one team-assisted individualised instructional strategy, whilst one was computer-based. All nine interventions had a positive effect on reducing mathematics anxiety as well as improving performance among learners. The systematic review revealed that little has been done in terms of research on instructional strategies that reduce mathematics anxiety in Sub-Saharan Africa. It is recommended that more studies on instructional strategies that address mathematical anxiety in Sub-Saharan Africa need to be conducted.

This convergent mixed method study aimed at gaining insight into teachers' awareness of ethnomathematics approaches and the ethnomathematical practices that could be used in the teaching and learning of geometry. The data were gathered through questionnaires and focus group discussions. The findings showed that the in-service teachers had varying definitions of ethnomathematics approaches and they were aware of the ethnogeometrical practices found in their cultural practices and experiences that could be integrated into the teaching and learning of geometry.

For teachers to integrate ethnomathematics approaches, it is essential to understand their views related to the implementation challenges of such approaches. In schools, teachers held previous views and experiences that influenced their integration of ethnomathematics approaches. This study investigates school-related factors that impede the integration of ethnomathematics approaches into the teaching and learning of geometry as well as suggesting possible solutions into mathematics instruction in Zimbabwe. A convergent mixed methods design, using questionnaires, focus group discussions and interviews, was used. Stratified random sampling, research-based recruitment and purposive sampling were used to select 42 participants. Inductive analysis was used to analyse qualitative data and descriptive statistics was employed to analyse quantitative data. The study revealed that curriculum-related challenges, insufficient resources such as textbooks and very few cultural examples and activities affect the integration of ethnomathematics approaches into the teaching and learning of geometry. There is a need for curriculum developers to engage more teachers during the curriculum design in order to develop material that suits all the learners in Zimbabwe.

The study comprised thirteen pre-service teachers who were purposely sampled. Even though there are different online platforms that the pre-service teachers could have used, they all delivered their lessons through WhatsApp because of the several benefits attached to it such as ease and flexibility to use, low cost of WhatsApp bundles, various functions and the fact that it can be used anywhere at any time. The pre-service teachers faced several challenges during peer teaching using WhatsApp such as lack of smartphones, a flood of messages, human interruption, unavailability of electricity and internet and the nature of mathematics concepts. Difficulty in maintaining discipline, assessing learners’ progress was also difficult and it was time-consuming to prepare and deliver lessons using WhatsApp. The pre-service teachers suggested that the prices of online devices such as smartphones and WIFI should be subsidized. In addition, they suggested that lessons should be recorded for the learners and that parents should be involved in their children’s learning by encouraging them to provide online tools and educating them on online teaching and learning. The study recommends that pre-service teachers need to be trained on the use of online platforms so that they are equipped for any eventuality such as the COVID- 19 pandemic.

A qualitative research design comprising of open-ended questionnaires and focus group discussions was used to investigate learner-related variables that impede the integration of ethnomathematics approaches into the teaching and learning of geometry. Proportional stratified sampling and recruitment based sampling were used to select the 40 in-service teachers who took part in this study. The data was analysed inductively. The findings revealed that learners' attitudes towards ethnomathematics approaches, learners' lack of knowledge on cultural examples, cultural diversity, resistance to change by learners, lack of listening skills by learners and learners' attitudes towards geometry impede the integration of ethnomathematics approaches into the teaching and learning of geometry. It is recommended that teachers should find ways to use cultural examples that accommodate all the learners from the varied cultural backgrounds. Teachers should also find ways of motivating the learners to learn geometry. [ABSTRACT FROM AUTHOR]

This study reports on in-service mathematics teachers' views of geometry in the context of ethnomathematics. A convergent parallel mixed method design which includes both quantitative and qualitative methods was used to provide a deeper understanding of how the participants view geometry from an ethnomathematics perspective. Questionnaires and focus group discussions were used to gather data from 40 in-service mathematics teachers. The teachers' views of geometry were classified under the cultural, social and practical dimensions of ethnomathematics. The views held by the teachers influence the way they teach geometry. The study suggested that knowledge construction and conceptual understanding in geometry are essential for its application in everyday life. [ABSTRACT FROM AUTHOR]

Research indicates that mathematics anxiety is among the factors that contribute to poor performance in mathematics. Learners have a risk of developing severe mathematical difficulties that might impede their socio-emotional development and future mathematics careers; therefore, an understanding of instructional strategies to reduce mathematics anxiety is important. The objective of this systematic review is to summarise the existing body of research on instructional interventions for addressing mathematics anxiety in the classroom. Nine articles that met the inclusion criteria were identified. To address mathematics anxiety in learners, two of the identified articles used problem-solving, one collaborative learning, two personalised instruction, one peer teaching using a photovoice approach, one brain-based instructional strategy, and one team-assisted individualised instructional strategy, whilst one was computer-based. All nine interventions had a positive effect on reducing mathematics anxiety as well as improving performance among learners. The systematic review revealed that little has been done in terms of research on instructional strategies that reduce mathematics anxiety in Sub-Saharan Africa. It is recommended that more studies on instructional strategies that address mathematical anxiety in Sub-Saharan Africa need to be conducted. [ABSTRACT FROM AUTHOR]

This convergent mixed method study aimed at gaining insight into teachers' awareness of ethnomathematics approaches and the ethnomathematical practices that could be used in the teaching and learning of geometry. The data were gathered through questionnaires and focus group discussions. The findings showed that the in-service teachers had varying definitions of ethnomathematics approaches and they were aware of the ethnogeometrical practices found in their cultural practices and experiences that could be integrated into the teaching and learning of geometry. [ABSTRACT FROM AUTHOR]

For teachers to integrate ethnomathematics approaches, it is essential to understand their views related to the implementation challenges of such approaches. In schools, teachers held previous views and experiences that influenced their integration of ethnomathematics approaches. This study investigates school-related factors that impede the integration of ethnomathematics approaches into the teaching and learning of geometry as well as suggesting possible solutions into mathematics instruction in Zimbabwe. A convergent mixed methods design, using questionnaires, focus group discussions and interviews, was used. Stratified random sampling, research-based recruitment and purposive sampling were used to select 42 participants. Inductive analysis was used to analyse qualitative data and descriptive statistics was employed to analyse quantitative data. The study revealed that curriculum-related challenges, insufficient resources such as textbooks and very few cultural examples and activities affect the integration of ethnomathematics approaches into the teaching and learning of geometry. There is a need for curriculum developers to engage more teachers during the curriculum design in order to develop material that suits all the learners in Zimbabwe. [ABSTRACT FROM AUTHOR]

Information and Communication Technology (ICT) tools form an important component in the teaching-learning process. The research surveyed 100 A' Level students' views on the availability of ICT tools and resources and their preparedness in terms of computer literacy to successfully integrate ICT resources in learning organic chemistry concepts. A self-constructed questionnaire was used to collect data complemented by in-depth interviews and in-situ observations. Data collected was analysed using SPSS Version 15 to find frequencies of commonly held views. The study revealed students had no ready access to computers. Computer usage for learning purposes and other uses was relatively low. Schools had no Computer Aided Instruction (CAI) software. However, the students agreed to a larger extent that integrating ICT in teaching and learning of Chemistry enhances conceptual understanding of Organic Chemistry. The researchers recommend that it must not only be the role of the teacher to encourage for the increased use of ICT tools but all stakeholders (parents, government, industry) to realise fruits from this noble endeavour. [ABSTRACT FROM AUTHOR]