This paper uses dimensions of student engagement and framework constructed with fragments of the expectancy-value, achievement goals, self-determination, and socio-cultural dependant theories to argue on student teachers’ engagement in mathematics learning for teaching in the Open Distance Learning (ODL) context. The paper reports from a mixed methods approach research project that analyzed how the ODL teaching and learning environment on embracing the African student can be enhanced. From a population of 654 students in an institution’s Post Graduate Certificate in Education mathematics didactics course, a sample frame of 75 students was used for the study, obtaining a stratified random sample of five mathematics didactics students out of those registered for the module. Data were collected through interviews conducted with a sample of five students based on their approach in their submitted work. In addition, document analysis of seventy-five portfolio submissions were analyzed. The results indicated how inaccuracy in the ODL system inadequately prepared mathematics pre-service teachers and how student teachers take advantage of the irrelevant systems in place. The quantitative demographics indicated that many students last engaged with FET mathematics more than a decade ago. Pertinently, the mathematics that they did in tertiary institutions before enrolling for the module on didactics dealt with the application of differentials in calculus, which could not assist in mastering FET mathematics content. The paper recommends that online discussion classes be established where students engage with each other and the content in electronic platform-like discussion forums to improve on their mathematics understanding.

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