Abstract
Research has found that teaching practices are a critical factor in promoting student achievement in mathematics and may therefore explain a substantial portion of the variance in student learning and achievement. The aim of this study was to assess the relationship between student achievement in mathematics and teachers' teaching practices in the Maseru District in Lesotho, Southern Africa. A self-report instrument—Mathematics Teaching Opinionate Scale (MaTOS)—was used to collect data from 40 Form C (Grade 10) mathematics teachers about their teaching practices. This paper outlines correlations found between specific teaching practices (formal presentation, teacher-guided discussion, group work and homework) and student achievement in mathematics. Possible implications of these correlations are discussed and recommendations for further research are put forward.
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