Little emphasis has been given on the pre-service mathematics teachers' learning needs on the required subject matter knowledge and skills for which they have been expected to possess at their final level of graduation, as a basis for teaching secondary school mathematics. This study employed qualitative research design, in which 30 pre-service mathematics have been interviewed on their mathematics learning needs. The finding of the study revealed that learning experiences of the training was adequate, but there is disconnection between the training curriculum and school mathematics subject matter for which the pre-service teachers have been trained to teach. The pre-service mathematics teachers have viewed lecturer of the program as non-supportive which prevent them from active learning. This suggests that the program should include school mathematics curriculum in the training to enable the pre-service mathematics teachers to acquire the subject matter knowledge for which they have been trained to teach. Lecturers of the program should change their attitude and behavior which might have adverse effect on pre-service mathematics teachers' learning.

The study sough to establish whether final year pre-service mathematics teachers have mastered secondary school mathematics subject matter as a basis for teaching mathematics at secondary school level immediately after graduation. Based on the assumption of 80% of scores (Guskey & Anderman, 2013) and above in the test administered as accepted cut off point to signify mastery of secondary school mathematics curriculum, the finding of the study revealed that 48.57% of the final year pre-service mathematics teachers have scored 80% and above in the test, which signifies their level of knowledge of secondary school mathematics subject matter, while 51.43% of the final year pre-service mathematics teachers have scored less than 80% in the test, which signifies their inadequate mastery of school mathematics subject matter. The finding shows that over 50% of the final year pre-service mathematics teachers cannot be relied upon to teach secondary school mathematics curriculum with confidence, this is because majority of the final year pre-service mathematics teachers’ (51.43%) have demonstrated inadequate mastery of the subject matter for which they have been trained to teach immediately after graduation. Based on the findings, the following recommendation were put forward; to ensure adequate mastery of school mathematics subject matter among final year pre-service mathematics teachers as a predictable tools for employment, and to serve as a basis for teaching mathematics at secondary school level, mathematics teacher education training should include all secondary school mathematics curricular in their training to ensure adequate mastery of the subject matter among the pre-service teachers.

Communication between teachers and students is not limited to the physical classroom but has shifted to include the online classroom. A learning management system (LMS) is an app or software that aids in administration, documentation, finding materials, reporting on an activity, and providing online teaching and learning materials. The purpose of this research is to build a Learning Management System (LMS) which features gamification of appreciative inquiry. Gamification motivates students to learn and makes it easier for teachers to provide materials and give assignments to students. The study was carried out using the waterfall method. The waterfall method includes analysis requirements, system and software design, implementation, and unit testing. Keywords: Gamification, LMS, Appreciative Inquiry

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