Year: 2009
Type: article
Abstract: This article presents practical perspectives on mathematics teacher change through results of collaborative research with two mathematics secondary school teachers in order to improve the teaching and learning of mathematics in Rwanda. The 2006 national mathematics curriculum reform stresses pedagogies that enhance problem-solving, critical thinking and argumentation. Teachers need to use new teaching strategies. This article is a case study looking at issues around developing teachers’ use of interactions in mathematics classrooms independently of the national programme. Outputs of the study include teachers’ awareness of the need for change and their increased flexibility to accept learners’ autonomy in shifting from teacher-centred to learner-centred pedagogy. Geometer’s Sketchpad challenged teachers’ practice and then provoked reflection to improve student learning.
Author: Alphonse Uworwabayeho
Institution: University of Bristol
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,290
OpenAlex ID: W2167531258