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Student and teacher identities are generally considered to influence students' academic performance in Mathematics. The objective of the study reported in this paper was to investigate the effects of performance ranking in Mathematics on students' and teachers' identity development. The participants for the study were Mathematics teachers and students in secondary schools in Embu County in Kenya. A random sample of 1989 students and 101 teachers drawn from a population of 41925 students and 414 teachers participated in the study. The study adopted a mixed methods research design. Data were collected through one-on-one semi-structured interviews, focus group discussions and surveys. Chi-square test was used to test the hypothesis; performance ranking does not mediate Mathematics students' and teachers' identity development.The findings indicate that, performance ranking is a tool used by teachers and students in giving them feedback on their level of capabilities as Mathematics teachers and students. Secondly, performance ranking influence Mathematics teachers in furthering their studies in Mathematics-related courses, and students in aligning themselves to their preferred careers. Additionally, the study revealed that performance ranking is a motivation for students to work hard so as to have good relationships with their teachers as teachers are friendly to the students at the top of the rank. Similarly, the students identify themselves with peers of their abilities as far as Mathematics is concerned. The study recommends that the practice of performance ranking in Mathematics should continue and be used as a tool to identify the best Mathematics classes, students and teachers so as to act as a benchmark to encourage the rest to learn from.

Teaching strategies have a significant influence on students' academic performance. This paper presents results from a qualitative study that examined the effects that performance ranking in Mathematics has on teaching strategies employed in Mathematics classrooms. In particular, the paper demonstrates how performance ranking disguises and legalizes inappropriate Mathematics teaching strategies. The participants for the study were Mathematics teachers and students in secondary schools in Embu County in Kenya. Face-to-face semi-structured interviews and focus group discussions were employed in data collection. Results showed that due to competition by teachers to achieve a higher mean score, they engaged in examination malpractices such as leaking examination questions to students. Secondly, teachers' desire for excellence in their subjects, and achieving top rank to receive prizes was found to be another reason behind teaching students to pass examinations rather than for conceptual understanding. Additionally, the study revealed that performance ranking promoted private tuition to offer assistance to the weak students in Mathematics to improve performance in the subject. This paper recommends that the practice of ranking should be tailored to include all the aspects.