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This paper reports on a research that was done to explore how ordinary level mathematics teachers used their knowledge of their students' learning styles when teaching functions. The study was carried out at eight secondary schools in the Makoni District of Manicaland Province in Zimbabwe. The schools were selected using stratified random sampling. Twenty-five mathematics teachers at the selected schools participated in the research. Data were obtained through face to face interviews anddoi:10.29333/ejmste/91679 fatcat:s6gc53huujhwpda2ra6ovh5llq