Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools

  • Ukobizaba Fidele University of Rwanda - College of Education
  • Ndihokubwayo Kizito University of Rwanda - College of Education
  • Mukuka Angel University of Rwanda - College of Education
  • Uwamahoro Jean University of Rwanda - College of Education
Keywords: teachers and students’ insights, mathematics teaching and learning methods, motivation to learn mathematics, the usability of mathematics, mathematics in daily life

Abstract

Effective teaching and learning of mathematics are vital not only for examination or assessment purposes but also for empowering learners to live in a modern age of science, mathematics, and engineering and enable them to role-play to the social and economic development of the developing countries and the whole world as well. This study reveals insights of teachers and students regarding mathematics teaching and learning in Rwanda. The study was a survey designed involving 217 ordinary level secondary school students and 25 secondary school teachers who teach Mathematics, from 5 schools in Karongi District, Western Province, in Rwanda. The results analysis was confined to three components namely; preferred mathematics teaching methods, motivation to teach and learn mathematics, and the usability of mathematics in daily life. Descriptive statistics and all the statistical tables/graphs were generated using SPSS and MS Excel. As results, peer learning and group work and expository were found to be the most applied teaching methods in the selected schools. This study has underlined that not only parents but also siblings have an impact on their young brothers/sisters’ education. In terms of its utilitarian value, respondents revealed that mathematics increases critical thinking, problem-solving skills, and creativity of students. Teachers need to be more knowledgeable in the subject matter, through lesson preparations and linking mathematical concepts to real-world experiences.

Author Biographies

Ukobizaba Fidele, University of Rwanda - College of Education
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS)
Ndihokubwayo Kizito, University of Rwanda - College of Education
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS)
Mukuka Angel, University of Rwanda - College of Education
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS)
Uwamahoro Jean, University of Rwanda - College of Education
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS)
Published
2019-12-30
Section
Articles

Journal Identifiers


eISSN:
print ISSN: 2508-1128