The infusion of indigenous knowledge in academic subjects is often problematic due to personal perceptions or little experience with indigenous knowledge in a teaching and learning environment. The aim of the research was to indicate the experiences of pre-service teachers when infusing indigenous knowledge via storytelling in Physical Science. This article reports on the personal experience(s) of pre-service teachers in training at a higher education institution where indigenous knowledge was infused into the teaching and learning of Physical Sciences. The implementation of Ethnophysics as a teaching strategy, storytelling as a teaching technique, contextualised - and project-based learning as teaching methods and approaches and reflection on experiences when implementing participatory action learning and action research indicated a transformative way to embrace indigenous knowledge in the teaching and learning of Physical Science. Stories, related to the concept of heat in physical science were collected by the pre-service teachers from trusted adult members in their local communities. The pre-service teachers analysed the stories and reported their interpretation of scientific and indigenous knowledge in the stories. Inductive, thematic analysis was used to interpret pre-service teacher reflection on the experience and the Cultural Historical Activity Theory was used to indicate an overview and the connection between different elements of the research. The participating pre-service teachers indicated that storytelling, as a teaching technique, adds value to how they interpret concepts in Physical Science related to their unique culture. The pre-service teachers gained research skills regarding qualitative research and showed the ability to identify the contribution of both scientific and indigenous knowledge.

For decades, a global trend in mathematics curriculum development has placed greater emphasis on learning goals that seek to capture different kinds of processes that students should master. For Danish primary and secondary mathematics education, these ambitions are expressed in terms of a set of mathematical competencies, in line with the so-called KOM framework. However, it has proved challenging to implement the competencies in mathematics classrooms and actual teaching practice. Matematrix is a series of Danish mathematics textbooks for grades K-9 designed to support mathematics teachers in facing this challenge. Following a short introduction to the KOM framework, I – as one of the designers and authors of the textbooks – present a key element in this endeavour: A three-dimensional model of content and objectives combining mathematical competencies, mathematical core concepts and grade levels. I then describe the use of this model in the specific case of Matematrix at three different levels of textbook design: The structure of the general content of the books, the focal points for each chapter, and the development of different kinds of tasks for the students to work with.

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.