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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.

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.

Practical work must be assessed in a way that will promote the development of key skills necessary for destinations beyond the physics school laboratory. This paper reports on a study which sought to find out teachers' views and practices on the assessment of Advanced Level ('A' level) physics students' practical work skills. Individual interviews and focus group discussions were conducted to get physics teachers' views and practices on practical work skills assessment. The views of physics teachers were that the current method of practical work assessment used by the Zimbabwe Schools Examination Council (Zimsec) is not efficient in encouraging students to develop a variety of practical work skills as students concentrated on mastering presentation and analysis skills at the expense of other crucial practical work skills like equipment manipulation, observational, planning and designing. The study recommends that alternative methods of practical work assessment that integrates both direct assessment of practical work skills (DAPS) and indirect assessment of practical work skills (IAPS) should be used to ensure valid and reliable assessment of practical work skills of 'A' level physics students.

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.

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]