This study focused on the assessment of the structural validity of the 28 item adapted Teacher Assessment for Learning Questionnaire (TAFL-Q) in the Kenyan context. The sample consisted of 180 mathematics teachers drawn from 50 secondary schools. Confirmatory factor analysis was used to confirm the hypothesised two-factor model of the original…

Guided by the control-value theory of achievement emotions, we examined the relationship between cognitive appraisals (i.e. self-efficacy and task value), learning anxiety, test anxiety, enjoyment and motivation towards learning mathematics among 302 students in their first year of lower secondary school in Uganda. Students were randomly selected…

The South African curriculum emphasizes the teaching of problem solving in mathematics. However, little is known about South African teachers' views on the teaching of mathematical problem solving (MPS). The purpose of this study was to establish Grade 9 South African teachers' views, teaching strategies and the support required in their teaching…

This paper looks at mathematics and its relevance in schools from the perspective of students' interests. It starts by discussing briefly the importance of paying attention to cultural and social relevance, and then it focuses on students' interests as one of the aspects of relevance. Findings are presented from a survey conducted in Malawi with…

The application of school mathematics to real-life situations is emphasised in most countries as a major goal of the mathematics curriculum. Equally, in international comparative tests such as the Trends In Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) test items dealing with the applications of…

This paper reports on the autonomy Grade 9 learners (13-14 years) are given when doing science investigations. The study adopted a mixed methodology research design which involved the collection of both quantitative and qualitative data. Quantitative data were collected by means of questionnaires which were administered to 55 teachers. Qualitative…