Improving Secondary School Teachers’ Performance to Re-Brand Students to Think Mathematically

Abstract

The paper examines ways of improving secondary schools teachers’ performance in a bid to rebrand students to think mathematically. It discusses the beliefs about the nature of Mathematics, teachers’ content knowledge of Mathematics and use of instructional strategies. The paper recommends that teachers content knowledge to be enhanced through workshops, seminars, conferences and In-service training. Mathematics teachers should teach with enthusiasm so that students should learn enthusiastically among others.

Key words: Improving Performance, Re-branding, Mathematics Beliefs, Content Knowledge