The study explored students views on how to teach mathematics. Mathematics performance of students globally calls for reflective engagement from researchers, teachers and students. We asked six interrelated questions to fifty-first-year Bachelor of Education students who were randomly selected. The convenient sampling was then employed to select eight students for semi-structured interviews. Data from semi-structured interviews were transcribed into a descriptive script and later analysed thematically. The findings revealed that students active engagement: draws students attention, promote critical thinking, allows exposure that makes students accept corrections, the teacher and other students can learn from each others ideas. Further findings revealed that mathematics performance can be improved by good teaching strategies, engaging students into math-talk, having interesting presentations for motivation, ensure students active engagement, extra teaching sessions, integration of technology into teaching and learning, prioritize mathematics in the time table, availability of teaching and learning resources and infrastructure; and ensure curriculum stability. Therefore, this study recommends that all mathematics lessons be learner-centred for active engagement.

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