Understanding and handling diversity, as well as inclusion, are critical in ensuring effective teaching and learning, especially in the mathematics classroom, where students have varied abilities. Despite the growing research in inclusive education, little is known about how mathematics teachers in the Ghanaian context understand the theory of multiple intelligences (MIs), leaving a gap in how this theory can be applied in the classroom to improve practice and inclusion. In this study, the authors explored Ghanaian mathematics teachers’ conceptions of the theory of MIs using a basic qualitative method design. 12 senior high school mathematics teachers in one municipality of Ghana were engaged through questionnaires and semi-structured interviews, including field notes, to provide information on their conceptions of the theory of MIs. Thematic analysis revealed that mathematics teachers conceived the theory of MIs as a theory of different styles for learning, multiple teaching strategies, and a theory for catering to diverse student needs. The findings highlight the need for professional development and teacher training curriculum development to enhance teachers' understanding of the theory of MIs to improve their practice and handling of inclusiveness and diversity in the classroom.

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.  

This study investigated the integration of artificial intelligence (AI) tools into secondary school chemistry education in Zimbabwe, assessing their impact on student engagement and academic performance. Grounded in Vygotsky’s Sociocultural Theory and Cognitive Load Theory, the research employed a mixed-methods approach within a pragmatic framework. Quantitative data were collected through pre-test and post-test assessments and structured surveys, comparing an experimental group using AI tools with a control group employing traditional methods. Qualitative data from student and teacher interviews and classroom observations were analysed thematically. ANCOVA analysis revealed a statistically significant difference in post-test scores between the experimental and control groups, F (1, 117) = 188.86, p < .005, η² = 0.617, demonstrating a large effect size of AI integration on academic performance. Students in the experimental group exhibited a mean improvement of 20%, controlling for pre-test differences. Additionally, interaction effects between AI use and gender (F (1,115) = 0.17, p = .684) as well as prior chemistry knowledge (F (1,115) = 0.05, p = .829) were not statistically significant. Furthermore, 85% of the experimental group reported higher engagement levels, confirming AI’s role in fostering motivation and conceptual understanding. AI tools facilitated personalized learning paths, interactive simulations, and real-time feedback, optimizing cognitive efficiency and deep learning. Despite these advantages, significant challenges emerged, including limited internet access, insufficient technological resources, lack of teacher training, and curriculum integration difficulties. These barriers highlight the need for strategic investments in digital infrastructure, professional development for educators, and curriculum revisions to fully integrate AI into chemistry education. The findings underscore AI’s transformative potential in STEM education within developing nations. Addressing infrastructural and pedagogical challenges is critical to maximizing AI's impact, ensuring equitable access, and fostering long-term sustainability in educational innovation.

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.

This study explores how mentor teachers in specialized teaching areas, particularly chemistry, interact in an Online Professional Development (OPD) program. The Mentor Teacher Professional Development (MeT-PD) program was designed to improve mentoring practices by creating opportunities for collaborative learning through various online activities, such as Individual Response (IR), Interactive Individual Response (IIR), Small Group Discussions (SGD), and Large Group Discussions (LGD). Using a qualitative case study approach, the research analyzed data collected from Zoom recordings and Nearpod activity logs. The findings indicate that while LGDs were useful for interactions between facilitators and learners, they were not as effective in fostering interaction among learners themselves, mainly due to the cognitive demands and how these discussions were structured. On the other hand, SGDs seemed to foster stronger participant interaction, probably because the smaller group settings led to more valuable exchanges. These findings highlight the need of thoughtful planning of OPD activities, with particular focus on group size management and selection of suitable discussion formats to improve both interaction and learning outcomes.

This study investigates the assessment practices of senior high school mathematics teachers in Ghana, examining both the dominant classroom methods and teachers’ self-rated assessment skills, as well as the extent to which teacher background characteristics are associated with these practices. Drawing on a national survey of 516 teachers, the results show a strong reliance on traditional paper-and-pencil tests, with high self-reported confidence in administering such assessments. Formative and data-driven practices, including the use of standardized test data and diagnostic assessment, remain infrequently implemented and are associated with lower self-assessed competence. Multiple regression analysis revealed that participation in assessment-focused professional development was the only significant predictor of both broader assessment practice and higher perceived assessment skill, while years of teaching experience, gender, WAEC examining roles, and academic qualifications were not significantly associated. These findings underscore the importance of targeted professional development in strengthening assessment literacy and highlight persistent gaps between policy intentions and classroom realities. The study recommends sustained, context-relevant training to promote more effective and varied assessment practices in mathematics education.

Introduction: This study explores the effectiveness of differentiated assessment as a strategy to support diverse learners in multi-level K–12 classrooms in Manitoba, Canada. Literature Review: Articles published from 2005 onward were sourced from ProQuest, ERIC, Google Scholar, ResearchGate, and Taylor & Francis databases. Methodology: A qualitative document review was employed by analyzing peer-reviewed articles. The review investigates how differentiated assessment practices, such as varied formats, flexible timing, assistive technologies, and constructive feedback, enable educators to identify students’ strengths, interests, and learning needs. Insights inform the adaptation of instructional plans to accommodate diverse learning styles and promote academic equity. Findings and conclusions reveal that while differentiated assessment fosters inclusivity and meaningful evaluation, implementation is hindered by challenges, including limited resources, insufficient teacher training, time constraints, and resistance to change. The findings contribute to ongoing discourse on equitable assessment practices and offer practical implications for enhancing student success in diverse educational settings. Recommendations: The study recommends targeted professional development, increased teacher autonomy, and collaborative efforts among educators and administrators to address these barriers.