Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Peter Kajoro

Second Supervisor/Advisor

Fredrick Mtenzi


Institute for Educational Development, East Africa


The study explored mathematics teachers’ practices in developing learners’ 21st-century competencies. The study objectives were to explore the understanding of mathematics teachers on the 21st-century competencies, examine the instructional practices the mathematics teachers use to develop the 21st-century competencies in the classroom, determine how mathematics teachers provide for the development of 21st-century competencies during planning, and determine extend to which mathematics teachers provide for the development of learners’ 21st-century competencies during assessment of learning outcomes. The study was carried out in a secondary school in Bidibidi refugee settlement, Yumbe district, Uganda. A qualitative approach was employed for carrying out the study using a case study as the design. Stratified and purposive sampling methods were used to select the research location and the respondents where six (06) mathematics teachers were used as the participants. The raw data was collected using observation, document analysis, and questionnaire. The findings showed that different levels of understanding of 21st-century competencies existed among the mathematics teachers with some having difficulties in stating/describing the competencies. The findings further showed that, the teachers used mostly learner-centred methods of teaching like group discussion, presentations, and brainstorming in teaching. The teachers were also found to engage learners with real-life problems that involved either analysis or investigation of an information/ a phenomena and/or making a design both during their classroom engagements and in assessments. Therefore to a greater extend, mathematics teachers facilitated the development of learners’ 21st-century competencies. However, the study also found that teachers didn’t provide enough grounds for learners to be innovative and to use technology. Drawing from the findings, the recommends that more attention be paid to developing learners’ competencies in innovation and ICT proficiency by first boosting the capacity of the teachers through further trainings.