This study examined the effect of a professional development training programme on 20 second-year preservice mathematics teachers' knowledge in foundational mathematical concepts at a rural university in South Africa. The training programme aimed to enhance preservice teachers' mathematical knowledge for teaching. An embedded mixed-methods case study design was employed. Baseline and endline assessments were administered before and after the training. A participant feedback survey was also administered after the training. Results showed that the training significantly improved the preservice teachers' understanding and confidence in the selected concepts, despite their low baseline scores. The participants also expressed satisfaction with the knowledge they gained and appreciated the integration of theory and practice in the training. These findings suggest the need for teacher training institutions to ensure that preservice teachers are well versed in both university-level and school-level mathematics. They also support the need for collaboration with other stakeholders to provide preservice teachers with relevant and engaging professional development opportunities that can enhance their mathematical knowledge for teaching. CONTRIBUTION: Findings of this study point to a renewed emphasis on the creation of greater collaborations between institutions of higher learning and other key stakeholders to promote the development of prospective teachers' knowledge of what they will be expected to teach.

Resumo Este artigo apresenta os resultados de uma pesquisa descritiva, que investigou o que faz os alunos não gostarem da Matemática, e buscou práticas de ensino da Matemática potencialmente eficazes para aumentar seu interesse. O estudo envolveu 94 participantes, incluindo sessenta alunos do ensino médio e 34 professores de matemática de cinco escolas, no distrito de Karongi, província ocidental, em Ruanda. As respostas dos alunos e professores aos questionários foram analisadas por meio de estatística descritiva. Descobrimos que o que faz os alunos não gostarem da matemática está relacionado à forma como a matemática é ensinada. Baixas pontuações em testes ou exames, a dureza dos professores e o descuido foram contados entre os fatores que desmotivam os alunos com a matemática. Ser capaz de mostrar a relevância da Matemática em uma situação cotidiana, ensinar os alunos a se lembrarem de fatos matemáticos e mostrar-lhes muitos exemplos trabalhados foram citados pela maioria dos professores como indicadores de práticas eficazes de ensino da Matemática. Junto com esses indicadores, preparar a aula antes de ensinar, fornecer exercícios e lição de casa aos alunos e fazer pesquisas para atualizar as habilidades de ensino dos professores foram ações citadas e recomendadas, para os professores, como práticas de ensino potencialmente eficazes.

Abstract This paper presents the findings of a descriptive survey research that investigated what makes students dislike Mathematics and seeks potentially effective Mathematics teaching practices, to boost their interest. The study involved 94 participants, including 60 lower-level secondary school students and 34 Mathematics teachers from 5 schools in Karongi District, Western Province, Rwanda. Both students’ and teachers’ questionnaire responses were analyzed using descriptive statistics. We found that what makes students dislike Mathematics is related to how Mathematics is taught. Low scores in tests or exams, teachers’ harshness, and carelessness were reported among the factors demotivating students to like Mathematics. Being able to show the relevance of Mathematics in an everyday situation, teaching students to remember mathematical facts, and showing them lots of worked examples were mentioned by most of the teachers as indicators of effective Mathematics teaching practices. Together with these indicators, preparing the lesson before teaching, providing exercises and homework to students, and making research to update teachers’ teaching skills have been drawn and recommended for teachers as potentially effective teaching practices.