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.

In this study, a topic-based analysis of students’ academic performance in mathematics across specific topic areas in selected lower secondary schools in Rwanda was conducted. The research examined third-term exam scripts (2022-2023 and 2023-2024) of 267 Senior One (S1) and Senior Two (S2) students at Groupe Scolaire Rushara, Groupe Scolaire Sheli, and Groupe Scolaire Nyarugugu, along with data from their eight mathematics teachers. A quantitative approach was employed using ANOVA to compare students’ performance across five key mathematics topics: algebra, metric measurement, proportional reasoning, geometry, and statistics and probability. The findings revealed significant improvement in statistics and probability (p =.000, η² = 0.293) and geometry (p =.000, η² = 0.178) between S1 and S2 students. In contrast, metric measurement showed no significant difference (p =.234, η² = 0.003), while algebra demonstrated minimal improvement (p =.050, η² = 0.007). Proportional reasoning showed moderate progress (p =.000, η² = 0.057), although students continued to struggle with applying proportional relationships. These results indicate that while notable gains were made in some areas, others require targeted pedagogical interventions to improve students’ conceptual understanding and performance in mathematics. The study underscores the importance of adaptive teaching strategies, enhanced instructional materials, and a more student-centered approach to mathematics education in lower secondary schools in Rwanda.

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.

Data from over 1,500 middle-grade mathematics students were used to investigate their mathematical affect and identity. Early secondary students were asked if they considered themselves mathematicians and a prompt was employed to substantiate their mathematical identity. Separating by gender and grade affiliation (6, 7, and 8), Chi-square and Z-score analyses were used to compare subgroups. Data show that the gap in male and female mathematics identity and affect is shrinking. Though progress has occurred in encouraging young women to consider themselves mathematicians, work remains. Consistent with previous research concerning the sustained and relatively permanent nature of mathematical affect/identity at grade six, in this study it appeared to become stable near grade 7 (approximately age 13). Perhaps not ironically, grade seven appears to be the age at which adolescents enter a period of successful abstract reasoning, and the age (13) aligns with the beginning of pre-algebra for many grades seven students.