The study aimed to investigate the impact of inclusive teaching activities on students' mathematical competencies in public secondary schools in Muhanga District, Rwanda. The study aimed to assess the types of inclusive teaching used by teachers, evaluate their effects on mathematical skills, and identify their influence on student competencies. A sample of 188 respondents, including 20 teachers and 161 students from four schools, was selected using purposeful and random sampling techniques. Employing a descriptive research design, both quantitative and qualitative methods were utilized, with data analyzed via SPSS version 21. Findings revealed that a majority of respondents endorsed various inclusive practices: 80.6% supported empathetic practical activities, 84.2% favored technological inclusivity, and 83.9% agreed on the use of learner-centered approaches. The study concluded that these activities significantly enhance problem-solving, critical thinking, and motivation among students. Specifically, there was a positive association between empathetic practical activities and improved problem-solving, while learner-centered strategies correlated with enhanced logical reasoning and creativity. The study recommends that the government ensure schools have the necessary resources for implementing inclusive teaching and that MINEDUC evaluate these strategies. Future research should explore the effects of inclusive teaching on student motivation and engagement.
