Technology holds pedagogical affordances that can help address low performance in mathematics education. This research study investigated which factors significantly contributed to technology usage by Mathematics teachers. The 155 teachers surveyed were found to be regular users of computers, demonstrating a high opinion of the pedagogical worth of technology and perceiving the tool as being useful for enhancing Mathematic education. However, only a minority was really using technology in their teaching practices. Teachers reiterated the need to be adequately trained in the pedagogical integration of Information and Communication Technology (ICT), insisted on the provision of better computer services in schools, including access to the Internet and solicited the support of parents to accompany their children in their studies. A revised theoretical model was drawn based on the Technology Acceptance Model (TAM) and unified theory of acceptance and use of technology (UTAUT) models, and the two ICT related variables that caused significant variances in technology usage were perceived ease of use and facilitating conditions.

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This research study was triggered by the relatively low percentage of students who successfully study mathematics at the Higher School Certificate (HSC )level. While pass rate in mathematics averages 76% at primary level, it remains a concern that only around 42% of School Certificate (SC) students get a good grade (distinction or credit) in that subject. Causes are multifaceted but this study particularly sought to investigate the effects of prior learning achievement at the Certificate of Primary Education (CPE) level on academic performance at secondary level in Mathematics. It analyzed the distribution of grades at SC and established a relationship with results obtained five years before by the same group of students. The trend was analyzed using data from the Mauritius Examinations Syndicate (MES) for three cohorts of CPE students. Compared to the number of students taking the CPE exams, it was found that only 18% of them studied the subject at HSC level. Grades at SC proved to be significantly influenced by CPE grades. Students consistently regressed in their mathematics learning over the five years of secondary schooling. This study unveils that to some extent mathematics disabilities can be diagnosed right at CPE level and confirms that prior knowledge has a determining effect on future learning achievement.

Today, more and more working adults are opting for the Open Distance Learning (ODL) mode to pursue their tertiary studies as it offers them the flexibility to study anywhere, any time and at one's own pace. But studying at a distance can be problematic for many learners, with the absence of regular traditional face-toface sessions. Some find it difficult to adapt to this new learning environment and become easily isolated. Collaborative Learning (CL) can help overcome this isolation and boost learning performance. To investigate the implications of CL in the ODL environment, a study was conducted with 155 learners at the Open University of Mauritius. The study revealed that at least one third of the respondents were not participating in CL and were thus missing on the benefits of "learning together". The others had adopted CL to understand the course content, discuss assignments and get better marks. This study also showed that tutors' role was vital in encouraging learners delve in CL. Respondents deplored the lack of appropriate infrastructure and meeting places to hold CL meetings. They also reported lack of awareness of the benefits of CL and difficulty in finding time due to family and professional commitment as some of the obstacles to CL.

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