摘要：Ma thematics is one of the key subjects of the school curriculum and yet people continue to perform badly in the subject in public examinations. Good learning by students reflects good teaching by the teachers and as such several initiatives have been put in place to conduct sta ff development workshops with teachers so as to capacitate themin the pedagogy of mathematics education. This study was, therefore, set up to investigate the effects that sta ff development have on pedagogical practices of mathematics teachers in the Gokwe Central Secondary Schools (GCSS) cluster of Gokwe South district in Zimba bwe. This study adopted a case study design in which purposive sampling wa s used to select one cluster from the popula tion of seven clusters in the Gokwe South district. D ata pertinent to the study were allocated through questionna ires and interviews. The study sa mple comprised of the mathematics Education Officer (EO) in the midlands region, 16 mathematics teachers and 8 Heads of D epartments (H ODs) from 8 schools. Data ga thered were presented and analysed at the descriptive level. T he study established that as a result of staff development programmes, there wer e significant cha nges in the way teachers in the cluster schemed and pla nned their work, or ga nised their teaching content, organised their cla ssroom environment and assessed their pupils.
