Teachers' Practices in Teaching Mathematics in Selected Schools of Bujumbura Mairie Province in Burundi
Abstract
The study analyzed teachers' practices in teaching mathematics in selected schools of Bujumbura Mairie Province in Burundi.. The study was guided by constructivism theory which clarifies how teachers can help learners to construct their knowledge. In this study, 92 mathematics teachers participated in this study. Mixed research methods were used in which both quantitative and qualitative data were employed. Findings revealed that the teachers use both learner-centered instructional and teacher-centered instructional methods but the classroom instructions are dominated by teacher-centered instruction contrary to aspiration of the national curriculum which emphases the use of learner-centered instructional practices. Directed observation revealed that many mathematics teachers focus on formal assessment than informal assessment. Therefore, suggests that mathematics teachers need some orientation and training to enhance their classroom practices.
Kigali Institute of Education (KIE) was issued with copyright registration Certificate No. Rw-C10000866 by the Office of the Registrar General in accordance to the Rwandan IPR Law No. 31/2009.
N.B.: KIE is now a College of Education, constituent of the University of Rwanda in accordance to the Rwandan Law No. 71/2013 of 10/09/2013 establishing the University of Rwanda (UR), and the College of Education as shown on its website: http://www.ce.ur.ac.rw/
