Abstract: Mathematics learning difficulties continue to affect students’ understanding and academic performance in secondary schools. This study examined mathematics teachers’ experiences in implementing remedial teaching strategies in day secondary schools in Huye District, Rwanda. It identified remedial teaching strategies used, explored teachers’ perceptions of their effectiveness, examined implementation challenges, and identified strategies for enhancing remedial teaching. The study employed a mixed-methods approach using a descriptive case study design. The target population comprised 163 participants (89 mathematics teachers, 37 Head Teachers, and 37 Directors of Studies), with a purposive sample of 72 participants (40 mathematics teachers, 16 Head Teachers, and 16 Directors of Studies). Data were collected through questionnaires, interview guides, and classroom observation protocols. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. Findings revealed that teachers frequently used individualized instruction, peer tutoring, additional exercises, continuous feedback, and re-teaching of difficult concepts. Teachers’ qualifications (p = .015) and teaching experience (p = .025) significantly influenced remedial teaching implementation, while gender showed no significant differences except regarding time constraints (p = .031) and workload (p = .038). Teachers perceived remedial teaching as effective in improving learners’ understanding, confidence, participation, and mathematics achievement. However, inadequate resources, heavy workloads, large classes, limited administrative support, and insufficient parental involvement constrained implementation. The study recommends strengthening support through resources, professional development, increased remedial lesson time, parental involvement, and technology integration.

Abstract: Mathematical modelling has been widely recognized as a learner-centred instructional approach that promotes conceptual understanding and problem-solving in mathematics. However, limited empirical evidence exists on its effectiveness in improving student-teachers’ achievement in matrices in Teacher Training Colleges (TTCs) in Rwanda. This study investigated the effect of mathematical modelling instruction on Year Two Science and Mathematics Education student-teachers’ achievement in matrices in selected TTCs in Rwanda. A quasi-experimental pre-test–post-test control group design was employed. The experimental group was taught matrices using mathematical modelling activities grounded in real-life contexts, whereas the control group received conventional instruction over a three-week intervention period. Data were collected using a researcher-developed achievement test administered before and after the intervention. Descriptive statistics and independent- and paired-samples t-tests were used to analyse the data. The findings indicated no statistically significant difference between the groups at the pre-test stage, confirming comparable baseline achievement. Following the intervention, the experimental group achieved a significantly higher post-test mean score (𝑀 = 60.64, 𝑆𝐷 = 9.57) than the control group (𝑀 = 50.30, 𝑆𝐷 = 8.83),t(101) = −5.70, p < .001. The experimental group also demonstrated a significantly greater improvement between pre-test and post-test scores than the control group. The study concludes that mathematical modelling instruction significantly enhances student-teachers’ achievement in matrices. It is recommended that mathematical modelling be integrated into mathematics instruction and teacher education programs to strengthen conceptual understanding and improve learning outcomes.

Abstract: The National Education Policy (NEP) 2020 marks a transformative shift in India’s Education System, stressing the necessity of innovative pedagogical shifts, particularly in Mathematics Education. Pedagogical shifts in Mathematics Education outlined by NEP 2020 are required to align India’s Educational System with global trends in teaching-learning environment. This paper studies how the NEP 2020 is reshaping Mathematics curriculum practices by stepping back from parrot learning and towards 21st century skills like analytical reasoning, creativity and collaboration. By dissecting the evolving role of technology, problem- solving skills, critical thinking, interdisciplinary learning and holistic development, this paper aims to highlight the implications of these innovative reforms in reshaping the pedagogical shifts and curriculum designs in Mathematics Education. Additionally, the policy advocates the amalgamation of technology, enabling dynamic learning experiences and enhancing mathematical visualization. This study investigates how the NEP 2020 can potentially upgrade the quality of Mathematics Teaching, promote student involvement, and cater to diversified learning needs. Furthermore, it also outlines the challenges and its opportunities in implementing these types of changes, providing valuable insights into the practical aspects of curriculum development under the new policy framework.