Monica Ocran holds a Master’s Degree in Environmental and Mathematics Education from the University of KwaZulu-Natal, South Africa. She is preparing to pursue her PhD soon. Her research interests include inclusive education, curriculum transformation, and equitable teaching practices in underprivileged communities. Ocran is currently involved in educational development work in Southern Africa.

This study investigates how interactive, learner centred teaching strategies impact mathematics performance in disadvantaged South African secondary schools. Using a mixed methods approach with tests, observations, and interviews, it found improved achievement, motivation, and participation through collaborative problem solving and peer instruction. Grounded in constructivist and critical pedagogy, the study highlights inclusive practices that enhance engagement and understanding, offering implications for teacher training, curriculum reform, and educational equity.